Didactic strategies in teaching with CLIL. by lisney galvis contreras https://padlet.com/galviscontreraslisney/912fxke0i39gxqx3 en-us 2021-02-12 20:26:41 UTC 2025-10-26 12:20:04 UTC hello@padlet.com https://padlet.net/icons/png/1f471-2640.png According to the so-called 4Cs of the curriculum (Coyle 1999), a well thought out CLIL lesson should combine the following elements: galviscontreraslisney https://padlet.com/galviscontreraslisney/912fxke0i39gxqx3/wish/1198295288 Content - Allowing progress in knowledge, skills and understanding of the specific topics of a given curriculum
Communication - Using the language to learn while learning to use the language itself
Cognition - Developing the cognitive skills that link the formation of concepts (abstract and concrete), knowledge and language
Culture - Allowing exposure to varied perspectives and shared knowledge that make us more aware of the other and of ourse 

]]> 2021-02-12 21:00:08 UTC https://padlet.com/galviscontreraslisney/912fxke0i39gxqx3/wish/1198295288 Summary of the six quality principles proposed in the document galviscontreraslisney https://padlet.com/galviscontreraslisney/912fxke0i39gxqx3/wish/1198300896 Principle No. 1: Rich Input
Those should be the main criteria for selecting appropriate classroom materials.  SLA studies  have  show
Principle No. 2: Scaffolding Learning
To make sure that students successfully deal with authentic materials and that as much input as  possible  can  become  intake,  it  is  essential  for  students  to receive ample support. They need scaffolding2 to help them cope with language input of  all  sorts. n  that meaningful and challenging input is one of the main pillars of foreign language acquisition.
No. 3: Rich Interaction and Pushed Output
 Long’s Interaction Hypothesis proposes that language acquisition is strongly facilitated by the use of  the  target  language  in  interaction.  Long suggests that feedback obtained during conversational interaction promotes interlanguage development  because  interaction  “connects  input,  internal  learner  capacities,


]]> 2021-02-12 21:02:28 UTC https://padlet.com/galviscontreraslisney/912fxke0i39gxqx3/wish/1198300896 What are the components of creating and adapting didactic learningmaterials? galviscontreraslisney https://padlet.com/galviscontreraslisney/912fxke0i39gxqx3/wish/1198314230 There are several factors that must be taken into account  when choosing or desing materials the purpose,audience, the approach or noted.The selection, adaptation on and production of didactic materials implies a critical and reflective attitude and methodological rigor. With perm an.
 d. Presentation and explanation of the CLIL-Pyramid.
 The pyramidal model proposed by Meyer (2010) is based on Coyle's “4C” framework (Coyle et al., 2010) and offers a guide aimed at creating teaching materials appropriate to the CLIL context, taking into account the needs expressive in academia. It is a flexible planning tool that enables teachers to develop innovative materials based on a number of key planning and teaching strategies et research play a very important role .
]]> 2021-02-12 21:07:48 UTC https://padlet.com/galviscontreraslisney/912fxke0i39gxqx3/wish/1198314230 galviscontreraslisney https://padlet.com/galviscontreraslisney/912fxke0i39gxqx3/wish/1198331164 2021-02-12 21:15:04 UTC https://padlet.com/galviscontreraslisney/912fxke0i39gxqx3/wish/1198331164 galviscontreraslisney https://padlet.com/galviscontreraslisney/912fxke0i39gxqx3/wish/1198333765 2021-02-12 21:16:13 UTC https://padlet.com/galviscontreraslisney/912fxke0i39gxqx3/wish/1198333765 galviscontreraslisney https://padlet.com/galviscontreraslisney/912fxke0i39gxqx3/wish/1198350946 No. 4: Adding the (Inter-)cultural Dimension 
Preliminary  results  indicate  that people’s  willingness  to  cooperate  significantly  increases  the  better  they  know each  other.  This  means  that  students  need  to  learn  about  other  countries. However, factual knowledge about other countries and cultures is not enough for successful intercultural communication; neither are  foreign  language  skills alone. 6. Quality 
No. 5: Make it H.O.T.
 This  is  a  very  inconvenient  truth.  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.
6: Sustainable Learning
Competent learners are those who can deliberately retrieve knowledge and apply it  to  solve  problems  or  complete  tasks.  Ideally, many  of  their  sub-skills  have become  highly  automatized  through  meaningful  practice  and  they  are  able  to display the accurate and spontaneous use of their knowledge.

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