PROFILING EUROPEAN CLIL CLASSROOMS

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AGE RANGE 5-15 yrs 5-15 yrs 5-15 yrs LINGUISTIC ENVIRONMENT 30 ENTIX Enhance School Profile monolingual bilingual multilingual EXPOSURE low low low TARGET LANGUAGE TEACHERS language and non-language native and non-native DISCOURSE: INTERACTIONAL- TRANSACTIONAL RATIO CONTENT- LANGUAGE RATIO foreign foreign foreign language and non-language non-native language and non-language non-native balanced balanced balanced balanced balanced balanced SUBJECTS selected selected selected TRANS- LANGUAGING yes yes yes AGE RANGE 14-20 yrs 14-20 yrs 14-20 yrs LINGUISTIC ENVIRONMENT monolingual bilingual multilingual EXPOSURE low low low TARGET LANGUAGE TEACHERS language and non-language native and non-native DISCOURSE: INTERACTIONAL- TRANSACTIONAL RATIO CONTENT- LANGUAGE RATIO foreign foreign foreign language and non-language non-native language and non-language non-native balanced balanced balanced balanced more content balanced SUBJECTS selected selected selected TRANS- LANGUAGING yes yes yes
ENTIX Enhance School Profile Some schools have come under great pressure to adapt to socio-economic forces, both positive and negative, in recent years. This situation is sometimes complicated further by the increasing use of criteria-based evaluation systems by which the performance of schools is judged. This affects some national educational systems much more than others, but it appears to be a truism that schools are increasingly being subjected to similar pressures such as those typical to the private sector. This results in schools looking for new means such as CLIL by which to enhance their profiles. Key CLIL Features ➔ ➔ ➔ A school profile may take some years to develop but there comes a point at which development is replaced by maintenance. If CLIL is specifically introduced to develop the school then the focus is likely to change with specific emphasis on the interests of the learners CLIL can act as a means by which to re-generate interest in schools which may wish to increase their ability to attract students CLIL can act as a catalyst for bringing learner opportunities found in some selective schools into mainstream education Examples • • Inner-city schools facing recruitment problems which need to attract students from outside immediate catchment areas School which has limited resources to implement change but starts with CLIL in a few low exposure programmes because of the availability of appropriate committed staff When we started CLIL we found that we attracted a lot of students from a much wider pool than before, a bit like moths flying towards a lit candle (VocTalk) 31
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 and 14: PART 1 Dimensions of Content and La
Page 15 and 16: RATIONALE European CLIL is highly d
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: ENTIX Access International Certific
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
Page 65 and 66: 68 ENTIX Toegang tot Internationale
Page 67 and 68: 70 ENTIX Profilering van de School
Page 69 and 70: LANTIX Bevorderen van Algemene Taal
Page 71 and 72: 74 LANTIX Ontwikkelen van Mondeling
Page 73 and 74: 76 LANTIX Bewustwording van zowel d
Page 75 and 76: 78 LANTIX Ontwikkelen van Meertalig
Page 77 and 78: 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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