CLIL: An interview with Professor David Marsh David Marsh is a leading expert in CLIL. Following David’s presentation at the 2008 Directors’ Conference on ‘The impact of CLIL in Europe’, I contacted him to find out more. Ed: What is CLIL? Does it cover a single educational approach or many? DM: Content and Language Integrated Learning (CLIL) is an educational approach where some content learning (like a topic on global climate, or a subject) is taught in an additional language (such as English language in Korea). Teaching materials: using literature in the EFL/ ESL classroom By Lindsay Clandfield An article discussing ways to use literature in the EFL/ESL classroom. Literature has been a subject of study in many countries at a secondary or tertiary level, but until recently has not been given much emphasis in the EFL/ESL classroom. It has only been since the 1980s that this area has attracted more interest among EFL teachers. The purpose of this article is to look at some of the issues and ways in which literature can be exploited in the classroom. There are also links to classroom activities and lessons with literature that you can download and use straight away.
What is CLIL? Defining CLIL Content and Language Integrated Learning is an umbrella term which encompasses any activity in which a foreign language is used as a tool in the learning of a nonlanguage subject, where both language and subject have a joint role (Marsh 2002:58).The adoption of a specific term was a move towards defining more clearly the nature of CLIL midst a plethora of related approaches such as content-based instruction, immersion, bilingual education and so on. Whilst CLIL shares certain aspects of learning and teaching with these, in essence it operates along a continuum of the foreign language and the non-language content without specifying the importance of one over another. In the CLIL Compendium there are 5 dimensions based on issues relating to culture, environment, language content and learning.
LIMEN - a Latin teaching portal - Indwelling Language ...supporting the practices 1. The best "materials"... ...for the face-to-face element of any language class are the students themselves—their lives, interests, activities, and ideas. Interacting about these things can happen informally, but you might have an easier time with a preset activity such as Circling with Balls or a formal system such as Discipulus/a Illustris.
John Benjamins Publishing Company Christiane Dalton-Puffer University of Vienna Hardbound – Available Paperback – Available 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 Rethinking Education What is it? Rethinking Education was set up in 2012 to reform education systems across the EU so as to meet growing demand for higher skills levels and reduce unemployment. The initiative focuses on three areas in need of reform: BICS and CALP explained J. Cummins Bilingual Education Web i teach i learn.com Jim Cummins Homeresources contact Jim Cummins University of Toronto The acronyms BICS and CALP refer to a distinction introduced by Cummins (1979) between basic interpersonal communicative skills and cognitive academic language proficiency. The distinction was intended to draw attention to the very different time periods typically required by immigrant children to acquire conversational fluency in their second language as compared to grade-appropriate academic proficiency in that language. Conversational fluency is often acquired to a functional level within about two years of initial exposure to the second language whereas at least five years is usually required to catch up to native speakers in academic aspects of the second language (Collier, 1987; Klesmer, 1994; Cummins, 1981a).
Café CLIL Café CLIL is an online forum for small group discussion in SKYPE on specific areas of content and language integrated learning. Café CLIL is an informal way for CLIL professionals to meet and discuss issues of relevance to their work, record the discussion and archive it online for others to access, listen to and comment on. All the recordings for the discussions can be listened to at FACTWorld. Discussion 1: Getting started
CLIL Magazine Fall 2016 Spring 2016 Fall 2014 Spring 2014 Fall 2013 Article: Planning CLIL lessons By John Clegg To overcome the language barrier, CLIL teachers need to plan their lessons to include language support as well as content teaching. John Clegg explores the strategies that can be applied. Teaching in L1 If you teach a subject in the first language (L1) of your learners – or in a language in which they are fluent – there are some things which you normally feel you can count on.