Quality CLIL (Bilingüe) by Eleonora Vraciu

QUALITY CLIL (PRINCIPLES AND STRATEGIES)

eavraciu — 2021-12-20 06:08:59 UTC

STRATEGY 1: Rich input: Jessica

eavraciu — 2021-12-20 06:09:49 UTC

The materials should be meaningful: focus on global problems as well as everyday situations and the student's areas of interest
Give the students the possibility to link new knowledge to previous knowledge, experiences, and attitudes
Good materials that are motivating and authentic can be found on English websites these providing resources such as video clips, animations, web-quests, podcasts, or other interactive materials.
A vital balance between teacher-directed and learner-directed activities
Multi-modal input materials such as (maps, diagrams...) favor learning
Converting information from one mode of representation (a text) into another (map,
chart, graph, etc.), and from one mode of representation in L1 into one in L2 fosters both To do this they need many skills and scaffolding

STRATEGY 4:

2021-12-20 17:41:45 UTC

Ester: Adding the (Inter-)cultural Dimension

Cooperation increases the way we know each other.
Factual knowledge and language skills aren't enough for successful intercultural communication.
Intercultural communicative competence is vital for success in a globalized world, emphasizing the need for it in education.
CLIL should go beyond and explore topics from diverse cultural perspectives.

STRATEGY 6:

2021-12-20 17:42:38 UTC

Jaume: Sustainable learning

What we teach in class is taught in a way that new knowledge becomes deeply rooted
Competent learners are those who can deliberately retrieve knowledge and apply it to solve problems
Create connections with students’ attitudes, experience and knowledge
Learning process transparent and provide clear structuring
Results of group work are shared with all students of the class
Promote autonomous learning
L1 to support the learning process, not the main support or thing to teach.
Adopting a lexical approach that focuses on collocations and chunks instead of isolated words or word lists.
Embracing spiral learning and emphasizing learning/study skills to enhance continuous learning and retention.

STRATEGY 5:

2021-12-20 17:43:19 UTC

STRATEGY 2: Amai

2021-12-20 17:45:58 UTC

1. It is emphasised that learners need structured support to deal with authentic materials and to convert input into learning.

2. The level of scaffolding may decrease as learners' language skills advance.

3. Reduces the cognitive and linguistic load of content/input.

4. Facilitates learners' task completion by providing support structures.

5. Supports language production by providing sentences, topic-specific vocabulary and necessary collocations.

6. In CLIL environments, where specific content is taught through a second language, authentic materials are essential due to the scarcity of good teaching materials.

STRATEGY 3: Sergio

2021-12-20 17:48:46 UTC

Task-based language teaching (TBLT): The text discusses how TBLT provides various methodological opportunities for teaching English as a Foreign Language (EFL) and highlights its significance in Content and Language Integrated Learning (CLIL).
Long's Interaction Hypothesis: It suggests that language acquisition is significantly aided by using the target language in interaction. Feedback obtained during conversational interaction promotes the development of a learner's language abilities.
Symbiotic relationship between CLIL and TBLT: It highlights the interdependence between Content and Language Integrated Learning (CLIL) and Task-Based Language Teaching (TBLT). Authentic content is used to design engaging tasks that promote authentic communication in various cooperative formats, such as think-pair-share activities.