PROFILING EUROPEAN CLIL CLASSROOMS

More documents

Recommendations

Info

AGE RANGE 3-6 yrs 5-15 yrs 14-20 yrs LINGUISTIC ENVIRONMENT 34 LANTIX Develop Oral Communication Skills monolingual monolingual monolingual EXPOSURE low low medium TARGET LANGUAGE TEACHERS language and non-language native and non-native DISCOURSE: INTERACTIONAL- TRANSACTIONAL RATIO CONTENT- LANGUAGE RATIO foreign foreign foreign more interactional language and non-language non-native more interactional more content more language language and non-language native and non-native balanced more content SUBJECTS majority selected selected TRANS- LANGUAGING yes yes yes
LANTIX Develop Oral Communication Skills This is a very common aim within CLIL where one part of overall language competence is given special importance. It is often based on the problem of having knowledge of a language, but not being able to actually use the language in real-life situations. Communication channels from face-to-face to e-mail have become increasingly important in Europe as mobility, both virtual and physical, has increased. Much communication, particularly in written form through information and communication technology modes, requires the ability to use oral language effectively. Key CLIL Features ➔ ➔ ➔ ➔ ➔ Providing opportunities for students to speak demands less ‘linguistic’ skill on the part of a teacher and this suits certain non-language specialists Can be particularly suitable for starting CLIL with the development of reading & writing skills following afterwards High exposure CLIL for younger learners should involve teachers who offer good models of the target language The practising of oral skills can be done in a ‘utilitarian’ way – that is to provide opportunities to use the language ‘as a tool’. In such cases, even if desirable it is not necessary for a teacher to have native-like competence in the target language When CLIL is used for this focus it is essential that the learners themselves have opportunities to communicate in the target language in the classroom. This means that methods have to be used which lead to a high degree of interaction within the class Examples • • Where young learners are exposed to the target language through short ‘language showers’ by which listening, speaking, or even singing in the target language is introduced in very short sessions over a longer period of time. One objective is to introduce the sounds of the language at an early age A course that deliberately focuses on oral development in the first phase, which might be followed by focus on reading and writing skills It builds the ability to learn other languages; to move beyond bilingualism, to develop more languages. This capacity is more developed in the students who’ve studied in two languages (InterTalk) 35
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 and 28: ENTIX Access International Certific
Page 29 and 30: ENTIX Enhance School Profile Some s
Page 31: The Language Dimension LANTIX Impro
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
Page 79 and 80: 82 CONTIX Bieden van Mogelijkheden
Page 81 and 82: 84 CONTIX Toegang tot Jargon in de
Page 83 and 84:
CONTIX Voorbereiding op Toekomstige
Page 85 and 86:
88 LEARNTIX Vergroten van het Reper
Page 87 and 88:
LEARNTIX Vergroten van de Variëtei
Page 89 and 90:
92 LEARNTIX Bevorderen van de Motiv
Page 91 and 92:
PART 3 Vieraskielisen opetuksen tot
Page 93 and 94:
JOHDANTO Eurooppalaiset vieraskieli
Page 95 and 96:
Kulttuurinen dimensio CULTIX Kulttu
Page 97 and 98:
CULTIX Kulttuurienväliseen kommuni
Page 99 and 100:
CULTIX Tietous naapurimaista/alueis
Page 101 and 102:
CULTIX Laajemman kulttuurisen viite
Page 103 and 104:
Yhteisöllinen dimensio ENTIX Kansa
Page 105 and 106:
ENTIX Kansainväliseen tutkintoon t
Page 107 and 108:
ENTIX Koulun profiloituminen Koulua
Page 109 and 110:
Kielellinen dimensio LANTIX Kohdeki
Page 111 and 112:
LANTIX Suullisen kielitaidon kehitt
Page 113 and 114:
LANTIX Äidinkielen ja kohdekielen
Page 115 and 116:
LANTIX Monikielisyyttä tukevien as
Page 117 and 118:
LANTIX Kohdekielen esitteleminen T
Page 119 and 120:
Sisällöllinen dimensio CONTIX Ope
Page 121 and 122:
CONTIX Aine- ja aihekohtainen viera
Page 123 and 124:
CONTIX Valmistautuminen jatko-opint
Page 125 and 126:
Oppimisen dimensio LEARNTIX Yksilö
Page 127 and 128:
LEARNTIX Opetusmetodien ja -käytä
Page 129 and 130:
LEARNTIX Oppimismotivaation lisää
Page 131 and 132:
DIMENSIONS ET PRINCIPAUX ASPECTS DE
Page 133 and 134:
138 CULTIX Développement de la con
Page 135 and 136:
140 CULTIX Développement des aptit
Page 137 and 138:
142 CULTIX Découverte de régions
Page 139 and 140:
144 CULTIX Elargissement du context
Page 141 and 142:
146 ENTIX Préparation à l´intern
Page 143 and 144:
148 ENTIX Obtention de reconnaissan
Page 145 and 146:
ENTIX Amélioration du profil de l
Page 147 and 148:
LANTIX Amélioration générale de
Page 149 and 150:
154 LANTIX Développer les aptitude
Page 151 and 152:
GROUPE D'AGE 5-15 ans 5-15 ans 5-15
Page 153 and 154:
158 LANTIX Elargissement des intér
Page 155 and 156:
160 LANTIX Introduction d´une lang
Page 157 and 158:
162 CONTIX Ouverture de diverses pe
Page 159 and 160:
GROUPE D'AGE 5-15 ans 14-20 ans MIL
Page 161 and 162:
CONTIX Préparation à des études
Page 163 and 164:
168 LEARNTIX Elargissement du répe
Page 165 and 166:
170 LEARNTIX Encouragement à la va
Page 167 and 168:
172 LEARNTIX Progression de la moti
Page 169 and 170:
PART 5 Dimensionen inhaltsbezogenen
Page 171 and 172:
GRUNDLAGE In den mehrsprachigen Bil
Page 173 and 174:
CULTIX Aufbau von interkulturellem
Page 175 and 176:
CULTIX Entwicklung interkultureller
Page 177 and 178:
CULTIX Lernen über spezifische Nac
Page 179 and 180:
CULTIX Erschließen des weiteren ku
Page 181 and 182:
Die Dimension der Umgebung ENTIX Vo
Page 183 and 184:
ENTIX Erwerb internationaler Qualif
Page 185 and 186:
ENTIX Ausbau des Schulprofils Manch
Page 187 and 188:
Beispiele Die sprachliche Dimension
Page 189 and 190:
LANTIX Entwicklung mündlicher Komm
Page 191 and 192:
LANTIX Förderung der Sprachbewusst
Page 193 and 194:
LANTIX Entwicklung sprachübergreif
Page 195 and 196:
LANTIX Einführung einer Zielsprach
Page 197 and 198:
Die inhaltliche Dimension CONTIX Er
Page 199 and 200:
CONTIX Erwerb zielsprachlicher Fach
Page 201 and 202:
CONTIX Vorbereitung auf späteres S
Page 203 and 204:
Die Lerndimension LEARNTIX Ausbau d
Page 205 and 206:
LEARNTIX Förderung von Methoden- u
Page 207 and 208:
LEARNTIX Steigerung der Lernermotiv
Page 209 and 210:
DIMENSIONES Y ENFOQUES DE LOS PROGR
Page 211 and 212:
218 CULTIX Construye conocimiento y
Page 213 and 214:
CULTIX Desarrolla las habilidades q
Page 215 and 216:
222 CULTIX Da a conocer regiones o
Page 217 and 218:
224 CULTIX Amplia el contexto cultu
Page 219 and 220:
226 ENTIX Prepara para la internaci
Page 221 and 222:
228 ENTIX Prepara para obtener tít
Page 223 and 224:
230 ENTIX Mejora el perfil de la es
Page 225 and 226:
LANTIX Mejora la competencia lingü
Page 227 and 228:
234 LANTIX Desarrolla las habilidad
Page 229 and 230:
236 LANTIX Sensibiliza tanto hacia
Page 231 and 232:
238 LANTIX Desarrolla intereses y a
Page 233 and 234:
240 LANTIX Introduce una nueva leng
Page 235 and 236:
242 CONTIX Diversifica las perspect
Page 237 and 238:
244 CONTIX Presenta terminología t
Page 239 and 240:
CONTIX Prepara para estudios poster
Page 241 and 242:
248 LEARNTIX Desarrolla las estrate
Page 243 and 244:
250 LEARNTIX Diversifica las práct
Page 245 and 246:
252 LEARNTIX Aumenta la motivación
Page 248 and 249:
The CLIL Compendium partnership wou
Page 250:
Ms/Mr Thery Germany Riitta Tiikasal
show all

PROFILING EUROPEAN CLIL CLASSROOMS

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?