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CLIL: CONTENT AND LANGUAGE INTEGRATED LEARNING METHOD

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CLIL: CONTENT AND LANGUAGE INTEGRATED LEARNING METHOD

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This methodology serves as practice for the student in the process of learning English, using the language in other educational subjects as a method of communication, establishing dialogues that have to do with the subject but not as a learning process and evaluation of the English language.

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They are principles of theoretical methodology for the construction of materials and study contents oriented to the understanding of the student and the practice of the teacher, of its implementation at the time of teaching.

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It is the learning process in which the student acquires, implementing by himself skills for the development of learning, creating his own knowledge.

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This method allows the student to make his own interpretation of learning, analyzes the content approach depending on his abilities, creates his own conclusions and implements this knowledge in a personal way where by his thinking and learning he defines knowledge.

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It is necessary to create communicative languages ​​in the different contents in the classes, contextualizing the topics with communication using the foreign language.

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Interpret culture as a language learning process, understanding its expressions and behaviors, thus obtaining knowledge of other cultures in young people, being tolerant with the different ways of expression of people.

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The main criteria for selecting the appropriate materials to develop in the classroom are: Meaningful, challenging and authentic. The content of the classes being significant, appropriating the student with explicit arguments that lead to a true understanding of the subject. That motivate the student to challenge himself to understand and acquire more learning with new content, authentic topics that interest the student in studying.

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The scaffolding is an aid that is given to the student to concretely perceive the learning, the content and its development, facilitating the skills for their cognitive advancement. Scaffolding serves several purposes:

1. Reduce the cognitive load on the student, this means that they are given clear content that they can understand.

2. Allows students to develop specific activities through specific processes.

3. Provides a stable vocabulary where the student handles the language academically and improves their pronunciation.

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It suggests that the interaction with the second language in communicative development makes them have a better perception of the language, facilitating its implementation, developing improvements in their linguistic abilities, reflecting on the results of their learning. They need a boost in obtaining and managing the resources presented for the development and mastery of the target language.

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4. ADDING THE (INTER-) CULTURAL DIMENSION

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4. ADDING THE (INTER-) CULTURAL DIMENSION

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It has been proven that people tend to have better communication with others when they know each other better, and culture is significantly a method for socializing people. For this reason, students of a foreign language should be taught the culture of the native people of this language, but culture should not only be emphasized as language learning skills, since the perspective and vision of each should be taken into account. student about these cultures.

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Academic discourse functions, the intersection of content, cognition and language, the ability to express complex thought processes appropriately, do not appear automatically but need systematic instruction, both in L1 and L2. This has several consequences for an effective CLIL teaching methodology.

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This step suggests that the learning must be well acquired in the student, he must understand the content in the long term to be put into practice at times when they are needed. Students must manifest an important sustainable learning for academic skills and development of educational processes.

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COMPONENTS OF CREATING AND ADAPTING DIDACTIC LEARNING MATERIALS

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COMPONENTS OF CREATING AND ADAPTING DIDACTIC LEARNING MATERIALS

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The components for the creation and adaptation of didactic learning materials are the following:

• The planning of resources and methods of communication and cognition for learning.

• The contents must be consistent with the topic to be addressed, duly following the steps taken for the process.

• The context of the topic under development must be linked to the resources and content available for its implementation.

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PRESENTATION AND EXPLANATION OF THE CLIL-PYRAMID

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PRESENTATION AND EXPLANATION OF THE CLIL-PYRAMID

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The CLIL pyramid is designed to visually represent the principles of the 4Cs, this being a basis for the planning, construction of materials and collection of resources to be implemented in both theoretical and didactic classes. Selecting the key topics and content for learning.

1. Selection of the topics to be discussed.

2. Choice of means, tools and resources depending on skills.

3. Design of the tasks and didactic activities that integrate the student's cognitive and communication skills.

4. Development of the CLIL process.