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INTEGRATED LEARNING OF CONTENTS AND LANGUAGES

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What is the importance of tasks and task repetition?

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What is the importance of tasks and task repetition?

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Promote communication skills. Even though the effects of task-repetition on fluency have been documented in several studies (Bygate 2001), they have hardly been integrated in cooperative classroom activities so far.

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What are the components of creating and adapting didactic learning materials?

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What are the components of creating and adapting didactic learning materials?

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Creating and designing teaching materials on the part of the teachers is a beneficial process with both advantages and disadvantages.   the activities created contain the specific vocabulary and amount of input chosen by the teacher, what is not normally found in most of the textbooks, which have a rather commercial purpose. Also, as Howard and Major maintain (2005, pp.101-103), all the activities are contextualised and fulfil with the students’ individual needs.  In designing their own teaching materials, teachers can also take decisions about the most appropriate way of organising the information as well as of presenting the new topics and vocabulary items. Finally, it is worthy to mention that by doing online activities and quizzes all together in the classroom, the students feel quite motivated towards their own learning process.  However, among the disadvantages we can highlight that the fact of creating and designing materials is a time-consuming extra effort on the part of the teachers as it takes a long time creating all the activities needed to support the theoretical explanations.

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What are the components of creating and adapting didactic learning materials?

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What are the components of creating and adapting didactic learning materials?

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What is the role of teachers and multimodal input?

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What is the role of teachers and multimodal input?

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Teachers employ various teaching methods and create multimodal learning environments always taking into account the needs of students and implementing various types of material to achieve and stimulate attention to content.

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Quality Principle No. 1: Rich Input

Put simply, subject learning through a foreign language works best when new topics are presented in such a way that the affective filters of the students remain wide open and when students can link new input to prior knowledge, experiences and attitudes.

Quality Principle No. 2: Scaffolding Learning

Questions and tasks have to be designed in such a way that students can easily understand the gist of what is being said even though they do not have complete understanding of the text.

Quality Principle No. 3: Rich Interaction and Pushed Output

Languaging completes our thoughts/cognition/ideas and transforms them into artifacts that allow for further contemplation, which, in turn, transforms thought. While speaking (or writing), a new or deeper understanding may be achieved (O’Connel, cited in Swain 2009: 5).

Quality Principle No. 4: Adding the (Inter-)cultural Dimension

If we want to prepare our students to succeed in a globalized world, enable them to work in teams across national and cultural boarders, intercultural communicative competence (Camerer 2007) needs to be the ultimate educational goal and at the heart of our teaching.

Quality Principle No. 5: Make it H.O.T.

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.

Quality Principle No. 6: Sustainable Learning

In CLIL, sustainable teaching and learning is of great importance since teachers have to facilitate both the learning of the specific content and the learning/acquisition of a foreign language. In addition to that, they have to find ways of making sure that the students can talk about the respective topics in both their L1 and their L2.

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It is the tool for planning lessons and materials.
The construction / adaptation in learning environments for CLIL What the CLIL pyramid seeks or allows is to carry a systematic, tried and tested sequence for the planning of CLIL units and materials, starting with the selection of topics and ending with a content review key and language elements that has been called CLIL training
First is to select the content, then Provide multimodal information and distribute it evenly, The nature of the selected input (i.e. texts, graphics, maps, video clips, etc.) It also indicates what specific study topic, skills should be practiced with the students so that they can successfully cope with that input. Then you should continue with the design of the tasks leading to an authentic communication / interaction in different interactive formats (work alone, work in pairs, work in groups, etc.).
The nature of the desired outcome (poster, interview, presentation, map, etc.) determines how much and what type of exit scaffolding is necessary.