CLIL Methodology by LEIDY NATALIA CALDERON LEANDRO

CLIL

leidycalderon06 — 2024-04-03 00:59:15 UTC

The CLIL (Content and Language Integrated Learning) methodology is an educational approach that combines the teaching of curricular content with the learning of a foreign language, generally English.

This methodology is characterized by integrating the teaching of the target language (in this case, English) with the teaching of other subjects such as mathematics, social sciences, natural sciences, among others.

Characteristics

leidycalderon06 — 2024-04-03 01:24:19 UTC

Curricular integration: The contents of the subjects and the teaching of the language are merged in the same learning process.
Communicative approach: The development of communication skills in the foreign language is prioritized, encouraging oral and written interaction.
Meaningful learning: The aim is for students to understand the content of the subjects and to be able to apply them in real situations.
Use of authentic materials: Authentic resources such as textbooks, scientific articles, videos, among others, are used to enrich learning.
Collaborative learning: Group work is encouraged so that students interact with each other and build knowledge cooperatively.

Principles

leidycalderon06 — 2024-04-03 01:36:34 UTC

Language is used: learning content to communicate.
The subject determines the type of language.
Fluency is more important than accuracy.

The 4 Cs

leidycalderon06 — 2024-04-03 01:48:27 UTC

According to the 4 Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following: Content, communication, cognition and culture.

Activities implemented during class

leidycalderon06 — 2024-04-03 02:05:53 UTC

A variety of tasks should be provided, taking into account the purpose of learning and the student's styles and preferences. Receptive skills activities are of the “read/listen and do” genre.

Activation of prior knowledge: Carry out activities to activate students' prior knowledge about the topic to be discussed.
Listen and reorder information: the teacher presents a video to the students about Healthy Eating, after which he shows words on the board such as definition, examples, uses so that the group can read, understand and order the concepts according to the words provided. on the board.
Group work: the teacher encourages group work so that students collaborate with each other in solving the activity.
Consolidation of learning: Provide activities for students to consolidate the content and vocabulary learned during class.