PROFILING EUROPEAN CLIL CLASSROOMS

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52 LEARNTIX Increase Learner Motivation AGE RANGE 5-15 yrs 5-15 yrs 5-15 yrs 14-20 yrs LINGUISTIC ENVIRONMENT monolingual bilingual multilingual monolingual EXPOSURE low medium low low TARGET LANGUAGE TEACHERS language and non-language non-native DISCOURSE: INTERACTIONAL- TRANSACTIONAL RATIO CONTENT- LANGUAGE RATIO foreign second minority foreign more interactional language and non-language native and non-native more interactional language and non-language native more interactional language and non-language native and non-native more interactional more content more content more content balanced SUBJECTS selected majority selected selected TRANS- LANGUAGING yes yes yes yes
LEARNTIX Increase Learner Motivation The development of learner motivation is at the heart of all education. If CLIL is specifically used to increase motivation then it usually involves low exposure programmes that introduce alternative means and goals for learners. Such programmes are often focussed on providing non-threatening and supportive contexts where most or all of the learners feel comfortable with the classroom objectives. Key CLIL Features ➔ ➔ ➔ Can be used to give older students, particularly in vocational and professional education, a ‘fresh start’ to language learning if they have under-performed in this subject within their earlier schooling Programmes within this focus may be geared to providing experiential learning contexts that provide learners with challenges which are successfully overcome Learner profiles can be enhanced through involvement with CLIL that can benefit the school environment Examples • • Programme in vocational education curricula which is light on content and heavy on interactional methodology which is aimed at building self-confidence and a ‘can do’ attitude amongst broad range of learners After-school clubs may offer this type of programme for younger learners so as to prepare them for future language lessons, or aim to maintain target language competence already attained through exposure to CLIL I am always doing that which I cannot do, in order that I may learn how to do it (Pablo Picasso) 53
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 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: LEARNTIX Diversify Methods & Forms
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
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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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