PROFILING EUROPEAN CLIL CLASSROOMS

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CLIL DIMENSIONS AND FOCUSES 1 The Culture Dimension – CULTIX Build intercultural knowledge & understanding Develop intercultural communication skills Learn about specific neighbouring countries/regions and/or minority groups Introduce the wider cultural context 2 The Environment Dimension – ENTIX Prepare for internationalisation, specifically EU integration Access international certification Enhance school profile 3 The Language Dimension – LANTIX Improve overall target language competence Develop oral communication skills Deepen awareness of both mother tongue and target language Develop plurilingual interests and attitudes Introduce a target language 4 The Content Dimension – CONTIX Provide opportunities to study content through different perspectives Access subject-specific target language terminology Prepare for future studies and/or working life 5 The Learning Dimension – LEARNTIX Complement individual learning strategies Diversify methods & forms of classroom practice Increase learner motivation 16
RATIONALE European CLIL is highly diverse with many different ‘types’ 1 commonplace. Although different, such ‘types’ have much in common because the reasons for doing CLIL, what we call the dimensions, are inter-linked in CLIL practice. This first version of Profiling European CLIL Classrooms results from a research-driven project which has focussed on identifying the dimensions of CLIL. It aims to be comprehensive but not exhaustive. Just as it identifies the foundations, so it is itself, a foundation by which to build greater understanding of the potential of CLIL. Insight into the dimensions of CLIL practice allow us to identify the core principles of this educational approach as it is done in very different European contexts. There are 5 dimensions based on issues relating to culture, environment, language, content and learning. Each of these includes a number of focus points realized differently according to 3 major factors: age-range of learners, socio-linguistic environment, and degree of exposure to CLIL. The dimensions are idealized and should not be viewed as ‘standing alone’, because they are usually heavily inter-related in CLIL practice. This means that in real-life implementation of CLIL, it is likely that a school will wish to achieve successful outcomes in relation to more than one dimension at the same time. However, it is useful to distinguish the dimensions because it allows us to identify the separate, yet inter-locking reasons why CLIL is implemented in diverse European contexts. Just as each dimension inter-locks with others, some dimensions are more ‘transient’ than others, in that the main reason for doing CLIL in a school, or within a class, may change over time. For example, a school might start CLIL in order to enhance its profile and attract students, and then move onto another such as improving learners’ overall target language competence. Profiling European CLIL Classrooms contains an introduction to the CLIL dimensions and focuses. Inter-linked with this publication is an Internet site. The CLIL Compendium (www.clilcompendium.com) provides a more detailed and comprehensive description of the realization of diverse examples of European CLIL. 1 Types and models tend to be rather static descriptors of practice. The use of such terms often suggests that an established way of doing something exists, which has been tested, and which is implemented according to certain principles. If a system is used as a type or model, then people are likely to copy it in order to achieve similar results. 17
Page 1 and 2: PROFILING EUROPEAN CLIL CLASSROOMS
Page 3 and 4: PROFILING EUROPEAN CLIL CLASSROOMS
Page 5 and 6: ACKNOWLEDGEMENTS The realization of
Page 7 and 8: 8 We shall not cease from explorati
Page 9 and 10: The Past Decade and the Next Millen
Page 11 and 12: The Need for Research on CLIL in Eu
Page 13: PART 1 Dimensions of Content and La
Page 17 and 18: The Culture Dimension CULTIX Build
Page 19 and 20: CULTIX Develop Intercultural Commun
Page 21 and 22: CULTIX Learn about Specific Neighbo
Page 23 and 24: CULTIX Introduce the Wider Cultural
Page 25 and 26: The Environment Dimension ENTIX Pre
Page 27 and 28: ENTIX Access International Certific
Page 29 and 30: ENTIX Enhance School Profile Some s
Page 31 and 32: The Language Dimension LANTIX Impro
Page 33 and 34: LANTIX Develop Oral Communication S
Page 35 and 36: LANTIX Deepen Awareness of Both Mot
Page 37 and 38: LANTIX Develop Plurilingual Interes
Page 39 and 40: LANTIX Introduce a Target Language
Page 41 and 42: The Content Dimension CONTIX Provid
Page 43 and 44: CONTIX Access to Subject-specific T
Page 45 and 46: CONTIX Prepare for Future Studies a
Page 47 and 48: The Learning Dimension LEARNTIX Com
Page 49 and 50: LEARNTIX Diversify Methods & Forms
Page 51 and 52: LEARNTIX Increase Learner Motivatio
Page 53 and 54: DIMENSIES VAN TWEETALIG ONDERWIJS 1
Page 55 and 56: 58 CULTIX Bouwen van Interculturele
Page 57 and 58: 60 CULTIX Ontwikkelen van Intercult
Page 59 and 60: CULTIX Leren over Buurlanden / Stre
Page 61 and 62: 64 CULTIX Introductie van een Brede
Page 63 and 64: 66 ENTIX Voorbereiding op Internati
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68 ENTIX Toegang tot Internationale
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70 ENTIX Profilering van de School
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LANTIX Bevorderen van Algemene Taal
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74 LANTIX Ontwikkelen van Mondeling
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76 LANTIX Bewustwording van zowel d
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78 LANTIX Ontwikkelen van Meertalig
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80 LANTIX Introductie van de Doelta
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82 CONTIX Bieden van Mogelijkheden
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84 CONTIX Toegang tot Jargon in de
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CONTIX Voorbereiding op Toekomstige
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88 LEARNTIX Vergroten van het Reper
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LEARNTIX Vergroten van de Variëtei
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92 LEARNTIX Bevorderen van de Motiv
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PART 3 Vieraskielisen opetuksen tot
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JOHDANTO Eurooppalaiset vieraskieli
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Kulttuurinen dimensio CULTIX Kulttu
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CULTIX Kulttuurienväliseen kommuni
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CULTIX Tietous naapurimaista/alueis
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CULTIX Laajemman kulttuurisen viite
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Yhteisöllinen dimensio ENTIX Kansa
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ENTIX Kansainväliseen tutkintoon t
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ENTIX Koulun profiloituminen Koulua
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Kielellinen dimensio LANTIX Kohdeki
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LANTIX Suullisen kielitaidon kehitt
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LANTIX Äidinkielen ja kohdekielen
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LANTIX Monikielisyyttä tukevien as
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LANTIX Kohdekielen esitteleminen T
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Sisällöllinen dimensio CONTIX Ope
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CONTIX Aine- ja aihekohtainen viera
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CONTIX Valmistautuminen jatko-opint
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Oppimisen dimensio LEARNTIX Yksilö
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LEARNTIX Opetusmetodien ja -käytä
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LEARNTIX Oppimismotivaation lisää
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DIMENSIONS ET PRINCIPAUX ASPECTS DE
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138 CULTIX Développement de la con
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140 CULTIX Développement des aptit
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142 CULTIX Découverte de régions
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144 CULTIX Elargissement du context
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146 ENTIX Préparation à l´intern
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148 ENTIX Obtention de reconnaissan
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ENTIX Amélioration du profil de l
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LANTIX Amélioration générale de
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154 LANTIX Développer les aptitude
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GROUPE D'AGE 5-15 ans 5-15 ans 5-15
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158 LANTIX Elargissement des intér
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160 LANTIX Introduction d´une lang
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162 CONTIX Ouverture de diverses pe
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GROUPE D'AGE 5-15 ans 14-20 ans MIL
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CONTIX Préparation à des études
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168 LEARNTIX Elargissement du répe
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170 LEARNTIX Encouragement à la va
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172 LEARNTIX Progression de la moti
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PART 5 Dimensionen inhaltsbezogenen
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GRUNDLAGE In den mehrsprachigen Bil
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CULTIX Aufbau von interkulturellem
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CULTIX Entwicklung interkultureller
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CULTIX Lernen über spezifische Nac
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CULTIX Erschließen des weiteren ku
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Die Dimension der Umgebung ENTIX Vo
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ENTIX Erwerb internationaler Qualif
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ENTIX Ausbau des Schulprofils Manch
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Beispiele Die sprachliche Dimension
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LANTIX Entwicklung mündlicher Komm
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LANTIX Förderung der Sprachbewusst
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LANTIX Entwicklung sprachübergreif
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LANTIX Einführung einer Zielsprach
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Die inhaltliche Dimension CONTIX Er
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CONTIX Erwerb zielsprachlicher Fach
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CONTIX Vorbereitung auf späteres S
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Die Lerndimension LEARNTIX Ausbau d
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LEARNTIX Förderung von Methoden- u
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LEARNTIX Steigerung der Lernermotiv
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DIMENSIONES Y ENFOQUES DE LOS PROGR
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218 CULTIX Construye conocimiento y
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CULTIX Desarrolla las habilidades q
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222 CULTIX Da a conocer regiones o
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224 CULTIX Amplia el contexto cultu
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226 ENTIX Prepara para la internaci
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228 ENTIX Prepara para obtener tít
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230 ENTIX Mejora el perfil de la es
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LANTIX Mejora la competencia lingü
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234 LANTIX Desarrolla las habilidad
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236 LANTIX Sensibiliza tanto hacia
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238 LANTIX Desarrolla intereses y a
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240 LANTIX Introduce una nueva leng
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242 CONTIX Diversifica las perspect
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244 CONTIX Presenta terminología t
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CONTIX Prepara para estudios poster
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248 LEARNTIX Desarrolla las estrate
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250 LEARNTIX Diversifica las práct
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252 LEARNTIX Aumenta la motivación
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The CLIL Compendium partnership wou
Page 250:
Ms/Mr Thery Germany Riitta Tiikasal
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PROFILING EUROPEAN CLIL CLASSROOMS

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