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Prof. henry widdowson
This document discusses the historical development of Content and Language Integrated Learning (CLIL) and how it compares to other language teaching approaches. It examines two definitions of CLIL, including the 4Cs model of content, cognition, communication, and culture. The document then analyzes how earlier approaches like Grammar Translation, Structuralism, Communicative Language Teaching, and Task-Based Language Teaching defined and related content, context, communication, and cognition. It considers how CLIL compares and contrasts with these approaches, particularly through its integration of language and subjects. The document raises questions about how the four components of the 4Cs model are defined and what CLIL means for learners' language and subject experiences.
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Prof. henry widdowson
- 1. 1 Context and Language IntegratedLearning ? CLIL in historical perspective. Henry Widdowson University of Vienna
- 2. Consider 2 definitions: Definition1 CLILrefers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language. (Marsh 1994)2
- 3. 3 Content or Subject Contentsuggests topics but subjects are not only topics, they are modes of instruction whereby content is contextualised to develop conceptual understanding – not just to acquire a knowledge of content but ways of thinking about it.
- 4. CLIL Content or Subject Content= Topics Subject = Topics + Modes of instruction = Content+Context 4
- 5. 5 CLIL Learning of Languageor Subject? What kind of learning does CLIL refer to? Is it designed to develop subject or language learning?
- 6. 6 CLIL Integration: Content integrated with language or Languageintegrated with content?
- 7. CLIL or SLIL? Integrationof methodologies? 1.subject teaching 2.language teaching CLIL as approach to language teaching? 7
- 8. Definition 2 The overallsocioeducational goals of the CLIL concept have been translated into a widely used pedagogical model, the 4 Cs model, with the components content, culture, communication and cognition (Coyle 2007). This combination of components directly reflects the conception of CLIL as an approach that aims to transcend established pedagogic practices in both content and language education in order to create an innovative space where fields of learning separated by tradition can be brought together. (Dalton-Puffer 2017:153) 8
- 9. The 4 CsModel of CLIL Content Culture Communication Cognition 9
- 10. 10 What is therelationship between these components and how do they get combined or integrated in CLIL methodology so as to ‘transcend established pedagogic practices’ in language teaching?
- 11. Focus on threeof these components Content Cognition Communication How have these been related in different approaches to language teaching? And how do they relate to another component: Context ? 11
- 12. 12 Language +Content +Context Language is an abstraction that has be made actual by association with some content in a context that makes them meaningful. Different approaches to language teaching have defined and related these in different ways.
- 13. 13 Grammar Translation Language Teaching.GTLT No need to pay separate attention to content or context since these would already be incorporated in the familiar L1 and transferred into the L2 on the assumption that they would be integrated into the corresponding encodings of the second language focus on cognition the objective being to get learners to acquire the formal encoded properties of the foreign or other language
- 14. Grammar Translation Language Teaching.GTLT Content } L1 > L2 Cognition Context 14
- 15. 15 Structural Language Teaching. SLT Contentand context separated from the first language, and related directly to the second language. The focus still on cognition, the objective still to get students to acquire linguistic competence -the L2 language code, but now without reference to their pre-existing knowledge of their own L1.
- 16. 16 Structural Language Teaching. SLT Content }L2 Cognition Context = Linguistic Competence L1 absent
- 17. 17 Content and contextdevised in the classroom. to develop cognition of the linguistic properties of L2 This book is on the table. This book is here That book on the chair That book is there I am walking to the door She is walking to the door
- 18. Communicative language teaching. CLT Contentand context had now to be subordinated to communication, so that they were effective not for the teaching of how meaning is encoded in linguistic forms but how these forms function when they are put to use. 18
- 19. 19 CLT Content } L2 Communication Context =Communicative Competence L1 absent
- 20. 20 Task-Based Language Teaching. TBLT Contentand context devised as tasks Tasks designed to resemble“real world“ activities to encourage“natural“ communication Also focus on cognition. Fluency (communication) Accuracy & complexity ( cognition)
- 21. 21 Task-Based Language Teaching. TBLT Fluency,Accuracy, Complexity Content } L2 Communication Context + Cognition LI absent
- 22. 22 GTLT SLT CLTTBLT ?CLIL?
- 23. 23 CLIL and TBLT UnlikeTBLT the context and content to be integrated with language are already provided by other subjects and so does not have to specially contrived as language learning tasks. Focus on communication. Cognition? How far enabling acquisition of linguistic competence? Fluency? Yes Accuracy & complexity ??
- 24. 24 CLIL vs TBLT Content }Subject Context Communication +?Cognition? L1 absent
- 25. 25 CLIL or SLIL? Ifwhat is to be integrated it is not just content but subject – how topics are conceptually contextualized in the methodology of particular subjects - then what is proposed in CLIL is a methodology of L2 teaching adopted or adapted from the methodologies of other subjects rather than a separate methodology of its own.
- 26. 26 CLIL/SLIL and learnerreality. Relating language to subject would also in principle make the language more meaningful, and language learning more purposeful by relating the language to what learners experience as a daily school reality. But learner reality also experience of their own L1.
- 27. 27 CLIL Integration with learners’subject experience + ? Integration with learners language experience
- 28. 28 CLIL What does theL stand for? L2? L2 + L1? If English CLIL = CEIL ENL? ELF?
- 29.
- 30. 30 Each element ofthe acronym raises questions about how these four components are defined and related. And so how CLIL as an approach to language teaching compares with or ‘transcends’ other ‘pedagogic practices’.
- 31. 31 Dalton-Puffer, C. 2017.Same but Different: Content and Language Integrated Learning and Content-Based Instruction. In Snow, M.A & D.M. Brinton (eds)The Content-Based Classroom. Ann Arbor: University of Michigan Press. Marsh, D. 1994. Bilingual Education & Content and Language Integrated Learning. International Association for Cross-cultural Communication, Language Teaching in the Member States of the European Union (Lingua). Paris: University of Sorbonne.