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The status of the foreign language as a tool for communication and learning should be emphasised. The foreign language teacher can capitalise not only on the positive attitudes the students may have towards the language, but also on their motivation to reach the best possible outcomes in terms of learning the other subject. In addition, the students’ affective filter may be lower than in other situations, for learning takes place in a relatively anxietyfree environment: a syllabus designed after enquiring about their needs, and students (often) more knowledgeable of the content than the foreign language teacher. Thus, motivation to learn content through the foreign language may foster and sustain motivation towards learning the language itself. social learning. The relevance of study topics motivates the students to understand the importance of forms of collaboration, better than in the traditional classrooms. Thus, CLIL creates a learning environment that corresponds better to modern psychological principles than do traditional learning environments. It also connects different areas of the learning curriculum into a meaningful and economic use of study time. The pedagogical potential of CLIL is enormous and lies not only in the promotion of foreign language learning but in the adaptation of the educational structures to the EU language policy. Within such a learning environment, reaching the goal of trilingualism of all the citizens of the EU, as defined in the 1995 White Paper by the Council of Europe, seems more feasible. CLIL is far better suited than mainstream pedagogical concepts to provide for the learners’ different aptitudes. 5. EC language policy The principles behind CLIL include global statements such as ‘all teachers are teachers of language’ (The Bullock Report, A language for Life, 1975) to the advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP, hosted by the British National Centre for Languages - CILT). The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation. A major outcome of CLIL is to establish not only competence in a foreign language, but also nurture a ‘can do’ attitude towards language learning in general. The CLIL language can be a platform by which the learners may take an interest in other languages and cultures as well. Learning a language and learning through a language are concurrent processes, but implementing CLIL requires rethinking of the traditional concepts of the language classroom and the language teacher. The immediate obstacle for the implementation of the CLIL approach seems to be the opposition to language teaching by subject teachers, but opposition may also come from the language teachers themselves. The scarcity of CLIL teacher-training programmes suggests that the majority of teachers may be ill-equipped to do the job adequately. However, the characteristics of CLIL activities are not unfamiliar to the teachers from the foreign languages background: integration of language and content integration of receptive and productive skills material directly related to a content-based subject lessons often based on reading (and listening) authentic texts lessons not always graded from a language point of view. Language is functional and dictated by the context of the subject language emphasis placed on lexis rather than on grammar. 28
A CLIL approach is not unlike the humanistic, communicative and lexical approaches, as it aims to guide language processing and supports language production in the same way that a foreign language course would, by teaching techniques for exploiting reading or listening texts and structures for supporting spoken or written language. CLIL can be both challenging and demanding for the teacher and the learners, but it can also be very stimulating and rewarding for both parties. The degree to which the teacher adopts this approach may depend on the willingness of the students, the institution in which they work, and the resources within their environment. It could be something that a school wants to consider introducing across the curriculum or something that they experiment with for a few lessons. If either of these is chosen, the advice for the foreign language teachers is that they should try to involve other subject teachers within the school. This could help both in terms of finding sources of information and in having the support of others in helping to evaluate the work. In such schools or classes, the quality of foreign language teaching will be improved through team-work and/or tandem teaching. While CLIL may be the best-fit methodology for foreign language teaching and learning in a multilingual Europe, there remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching. Until CLIL training for teachers is organised and materials are published, the immediate future remains with parallel rather than integrated content and language learning. However, the need for language teaching reform in the face of Europeanisation may make CLIL a common feature of many European education systems in the future. Several European organisations specialising in CLIL projects have emerged: UNICOM, EuroCLIC and TIE-CLIL. Research on CLIL is mainly based at the University of Nottingham, which also offers teacher training and development courses in CLIL, available though NILE (the Norwich Institute for Language Education). Society is changing, particularly in Europe, with changes brought about by the process of integration. It is this reality, alongside our new understandings of language acquisition and learning which has provoked excitement about CLIL. There are social, economic, cultural and ecological advantages to be gained though promoting plurilingualism through language learning. CLIL offers one additional means by which we can give the young people the opportunities to develop their capacity to use language and to reap the benefits in their present and future lives. REFERENCES Allwright, R. L. and K. Biley. (1991). Focus on the Language Classroom – An Introduction to Classroom Research for Language Teachers. CUP, Cambridge Cummins, J. (1981). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevdon, Multilingual Matters McDonough, J., and Shaw, C. (1995). Materials and Methods in ELT,: Basil Blackwell, Oxford Centre for Information on Language, Teaching and Research, www.cilt.org.uk CLIL Compendium www.clilcompendium.com Translanguage in Europe – Content and Language Integrated Learning, www.tieclil.org Website of University of Jyväskylä, www.jyu.fi Website of the Central European Regional Network for Education Transfer. European Studies material, www.cernet.at Website of Eurydice, www.eurydice.org/resources/eurydice/pdf 29
Page 1 and 2: Annals of the “Dunărea de Jos”
Page 3 and 4: Iată vorbele Smărăndiţei, în v
Page 7 and 8: - Proverbul cuprinde în formularea
Page 11 and 12: The existence of two subjects, whic
Page 13 and 14: Abstract In what concerns the liter
Page 15 and 16: Sprache einnimmt und, dass sie ande
Page 17 and 18: CD, DE. That is, each item has at l
Page 19 and 20: III. Humor und Kategorienfehler In
Page 21 and 22: Wolke zugeschriebenen Eigenschaften
Page 25 and 26: ecome more actively engaged. The op
Page 27: The potential of CLIL for successfu
Page 33 and 34: Naţională! Fii in galben!”. Cel
Page 35 and 36: preţurilor avantajoase. Cealaltă,
Page 37 and 38: aer; forţa deflagrantă a Răscoal
Page 39 and 40: ales, de program literar antirural.
Page 41 and 42: REFERINŢE: Popa, V. I. (1969). Tak
Page 43 and 44: not only the opposite but also that
Page 45 and 46: ecause any organizational pattern -
Page 47 and 48: în istoricitate” se transformă
Page 49 and 50: „Timpul - şi el rotitor - se re
Page 51 and 52: solstiţiu ale istoriei - acestea s
Page 55 and 56: association of each pattern with
Page 57 and 58: to their evoking the environment or
Page 59 and 60: provoked a storm of [criticism] fro
Page 61 and 62: [7] The bidirectional ordering of g
Page 65 and 66: (Act II. Scene 1). A coda set twent
Page 67 and 68: the Italians may unexpectedly be co
Page 69 and 70: Buckley, Anthony (1991) Uses of His
Page 71 and 72: În literatură posibilităţile se
Page 73 and 74: Funcţia fatică întâlneşte func
Page 75 and 76: continuau încă să fie în relaţ
Page 77 and 78: article tries to identify the way
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As to woman, woman in mythology is
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the casualness of a juggler tossing
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Possibly, the funniest, certainly t
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perceived from without, precisely a
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Plath, S. (1973), Ariel in Barbara,
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P.Boyancé contestă această inter
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vom pune pe scurt în discuţie pri
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nomina, communia verba, cum le nume
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Le contact et l’interférence lin
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this rendering correspond to or giv
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Mimesis[4] or diegesis[5] It is tru
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underlining the fact that he has no
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Abstract Most postmodernist novels
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figures, is undoubtedly the core th
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The great number of verbs in the ex
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Annals of the “Dunărea de Jos”
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sincere, but a eulogy may be. Ultim
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tendency to give appreciation to th
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[4] Habermas, J. (1979). “Univers
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epérer les défauts de cohérence
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Dans cet exemple il n’est pas du
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Contributors Fascicle XIII. Languag
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