Clil
- Submitted by: enaraquel64
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- Category: English
- Date Submitted: 07/18/2016 10:55 PM
- Pages: 10
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SUBJECT ASSIGNMENT:
CONTENT LANGUAGE INTEGRATED LEARNING
Group: 2015-10
Date: May 15th, 2016
INDEX
Introduction ………………………………………………………………..…………….page 3
Content …...……………………………………………………………………..……….page 4
Conclusion ………………………………..…………………………………………......page 7
References…..……………………………………………………..………..….……….page 9
INTRODUCTION
As time passes by and society starts developing a universal vision of what language learning should strive for in the 21st century, we will find that learning language has to move towards linking language with meaning in order to be successful and cause the individual to shape and understand their surrounding world. Language teaching has encountered much dissatisfaction since its beginning steps and it is always in need to evolve. Because of this, there is a growing view that language learning should strive for integrating the curriculum in such a way that will enable the learners to develop new skills in different cognitive areas. Marsh and Nikula (1999) quoted Do Coyle saying that “English, communication and languages lie at the heart of our capacity to imagine, think and create and make a crucial contribution to children's development as successful learners.”
CLIL is an approach with the sole purpose of being able to teach a subject and language in the same class without dedicating extra practice or time to language learning. According to Bentley (2009) CLIL is an umbrella term covering teaching context in which subject content is taught through another language. Marsh´s (2002) definition of CLIL is that: “CLIL refers 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". While Graddol (2006) defines CLIL as “…an approach to bilingual education in which both curriculum...
CONTENT LANGUAGE INTEGRATED LEARNING
Group: 2015-10
Date: May 15th, 2016
INDEX
Introduction ………………………………………………………………..…………….page 3
Content …...……………………………………………………………………..……….page 4
Conclusion ………………………………..…………………………………………......page 7
References…..……………………………………………………..………..….……….page 9
INTRODUCTION
As time passes by and society starts developing a universal vision of what language learning should strive for in the 21st century, we will find that learning language has to move towards linking language with meaning in order to be successful and cause the individual to shape and understand their surrounding world. Language teaching has encountered much dissatisfaction since its beginning steps and it is always in need to evolve. Because of this, there is a growing view that language learning should strive for integrating the curriculum in such a way that will enable the learners to develop new skills in different cognitive areas. Marsh and Nikula (1999) quoted Do Coyle saying that “English, communication and languages lie at the heart of our capacity to imagine, think and create and make a crucial contribution to children's development as successful learners.”
CLIL is an approach with the sole purpose of being able to teach a subject and language in the same class without dedicating extra practice or time to language learning. According to Bentley (2009) CLIL is an umbrella term covering teaching context in which subject content is taught through another language. Marsh´s (2002) definition of CLIL is that: “CLIL refers 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". While Graddol (2006) defines CLIL as “…an approach to bilingual education in which both curriculum...