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Clilstore - Teaching units for content and language integrated learning Teaching unitsfor Content and Language Integrated Learning HelpAbout Select the language you are learning and your level to see the available units. Level AnyBasicA1A2B1B2C1C2Advanced This project has been funded with support from the European Commission. Disclaimer: This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Center for Applied Second Language Studies: Article: Learning a Language May Come Down to Gestures From Learning a language may come down to gestures January 9, 2012 Language classes of the future might come with a physical workout because people learn a new tongue more easily when words are accompanied by movement. Manuela Macedonia and Thomas Knoesche at the Max Planck Institute for Human Cognitive and Brain Sciences in Leipzig, Germany, enrolled 20 volunteers in a six-day course to learn “Vimmi”, a phony language designed to make study results easier to interpret. Half of the material was taught using only spoken and written instructions and exercises, while the other half was taught with body movements to accompany each word, which the students were asked to act out. Students remembered significantly more of the words taught with movement, and they used them more readily when creating sentences, according to the researchers.

Article: Skills for CLIL In this article John Clegg outlines the language and learning skills which a learner learning a subject through the medium of English as a second language (L2) requires. 1. Introduction What I want to do in this article is outline the language and learning skills which a learner learning a subject through the medium of English as a second language (L2) will need. 2. Learners working in a L2 need three kinds of language and learning skills: basic L2 skills, academic L2 skills and metacognitive skills for learning a subject in L2. 2.1 Basic language skills Learners learning in a L2 obviously need to possess basic language skills. 2.2 Academic language skills But learners of subjects in L2 have to do things with the language which conventional foreign language learners don't have to do. Listening Take listening. Reading Let's turn to reading. Writing Talking Finally they have to talk. 2.3 The language of subjects 2.4 Metacognitive skills 3. 4. 5. John Clegg, October 2009

Effective WL Instructors… Effective WL Instructors… Every teacher wants to be the best they can be for their students. While there are many attributes that can make a great teacher we can also observe some behaviors and routines that are in a great world language teacher’s classroom. It’s good to be reminded of the actions that make a good foreign language teacher. A supervisor may use a checklist like these during an observation, you may want to self-assess your own classroom, or if you are really daring, have a student(s) check off on these. Below you will find some rubrics we have found around the web, but first we’d like to highlight some we believe to be most essential. Units have real world language performance goals and students have opportunities to communicate in real world context.Teacher uses the target language to conduct class (with out English translations). Take a look at the following rubrics. 1. We’d like to hear your thoughts. Like this: Like Loading... About spanishplans Spanish Teacher in Chicago.

CLIL: A lesson framework Underlying principles Classroom principles Lesson framework Conclusion Underlying principles The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation. While CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe, the literature suggests that there remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching. Classroom principles Some of the basic principles of CLIL are that in the CLIL classroom:

Foreign Language Teaching Methods: Culture Welcome! I'm Tom Garza, an Associate Professor in the Department of Slavic and Eurasian Studies, and the Director of the Texas Language Center at the University of Texas at Austin. Besides coordinating the program in Russian here at UT, my research interests are primarily focused on incorporating culture and cultural information into language teaching. So, what have the last two decades told us about the cultural quotient in our teaching? Now, there now seems to be agreement that culture should be regarded as an essential component of all competency-based language instruction, a kind of "fifth skill," if you will. So second, we need to understand how much time we realistically have for instruction, what our goals are for a given level of instruction, and then, finally, what we can do to maximize each and every minute to get the most benefit in teaching not just the language, and not just the culture, but "linguoculture."

Curso CLIL What is CLIL? CLIL: Content and Language Integrated Learning. AICLE: Aprendizaje Integrado de Contenidos (no lingüísticos) y Lengua Extranjera The main focus is in the integration of two types of learning. ___________________ ¹ Marsh, D (Ed) (2002) CLIL/EMILE - The European Dimension: Actions, Trends and Foresight Potential. Index CLIL versus other methods Traditional approaches (grammar-translation, communicative, functional-notional, total physical response): learning English in Spanish.CBI (content-based instruction): learning English as a foreign language (EFL) by studying other subjects in English.TBLT (task-based language teaching): learning English through projects and group work.Immersion method: learning English as a second language (ESL) IN English (in an English-speaking country).CLIL: learning content THROUGH English AND learning English by learning other subjects in English. Why use CLIL? What is CLIL like? Other characteristics of CLIL Comprehensible input The Four C's Index

New Content Creation Guidelines CLIL – a difficult challenge? | CLILingmesoftly CLIL – a difficult challenge? David Graddol, the author of English Next, has said of CLIL: ‘there is a potentially large downside to it. In many countries they just don’t seem to be equipped to implement CLIL. When it works, it works extraordinarily well, but it is actually quite difficult to do well. Graddol, D IATEFL CLIL debate, Cardiff, Other researchers, though, have expressed concern about CLIL, suggesting, for example, that learning subjects in L1 rather than L2 produces better exam results, greater progress in subject learning, better learner self-perception and self-esteem and greater classroom participation. Spratt, Mary, The Nature of the beast, Issue 72 January 2011 • ENGLISH TEACHING professional, 6 Are these concerns justified and what exactly are the quality features of CLIL that may take countries 30 to 40 years to satisfyingly implement them? Like this: Like Loading... About erwingierlinger I am a teacher trainer at the University of Education of Upper-Austria in Austria

100 Language Learning Activities | Better Chinese Blog - Tips on How to Teach Chinese Learning a new language is very rewarding. It can be a challenge at times as well – memorizing lists of vocabulary words or writing Chinese characters over and over can get a little monotonous. To keep kids and even adults engaged and interested, language learning activities should be fun as well as challenging. Here, you will find literally hundreds of free language-learning lessons, games, and activities. Language Lessons & Activities This post is part of the iHomeschool Network’s 100 Things Linkup.