Focus on CLIL book

Procedia - Social and Behavioral Sciences, 2012

Nowadays, some schools across all Czech educational system try to integrate curricula subjects. That means that students use not only their acquired knowledge but also their skills across curricula. Thus, speaking of foreign language tuition, students use English medium to study subjects such as geography, history or mathematics that were originally taught in the native language, in this case in Czech. This type of learning is exploited in the so-called Content and Language Integrated Learning (CLIL), which involves teaching a curricular subject through the medium of a foreign language. The purpose of this paper is therefore to discuss CLIL, its benefits, constraints and tips for teaching.

CLIL. Journal of Innovation and Research in Plurilingual and Pluricultural Education

T his paper provides a presentation to Content and Language Integrated Learning (CLIL) aimed at any reader who needs a basic understanding of this approach, be they teachers, teacher educators or education stakeholders in general. The article contextualises CLIL within the European Union (EU) policy intended to promote effective plurilingualism for all, offers a rationale for CLIL and warns policy makers and practitioners of certain practices commonly observed in CLIL settings that may undermine its effectiveness. E ste artículo aspira a familiarizar a cualquier persona interesada -ya sea docente, profesional de la formación del profesorado, o persona con responsabilidades educativas -con el enfoque Aprendizaje Integrado de Contenidos y Lengua (AICLE). El artículo sitúa el AICLE en el contexto de la política lingüística de la Unión Europea (UE) encaminada a promover un plurilingüismo activo para toda la ciudadanía, presenta algunos principios teóricos que fundamentan este enfoque, y advierte sobre prácticas observadas en aulas AICLE que pueden amenazar su potencial educativo.

Philology matters, 2019

The article is devoted to analysis of the development of CLIL approach which is gaining considerable attention of world educators because of its dual aim: teaching a foreign language through content and teaching content through a foreign language. The material of the study was a theoretical framework offered by the founders of this approach. Objective: to identify the role of the main components of this approach called “4C”s– content, communication, cognition and culture which should be dwelled into every CLIL class-room. Along with it, it presents the principles and ways of integrating CLIL into the school’s educational program. The author focuses on CLIL as an interactive teaching approach, its principles and practice-oriented value. The learning environment created with CLIL in the secondary school education focuses not only on learning a foreign language but also on developing communicative competence in a foreign language. In CLIL classes, schoolchildren participate actively in...

INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION, 2016

CLIL is an internationally-recognised approach to teaching a language and a subject simultaneously or in other words, teaching a non-language subject through the medium of a second or foreign language (L2). Having emerged from the evidenced-based, well-documented success of the Canadian immersion model for language teaching, in which mainstream curriculum content (e.g. Science) is delivered through the students' non-native language (e.g. French) (Cross, Gearon, 2013), CLIL has been widely used in Europe for over twenty years now and it has been considered to be an innovative and a successful approach in the promotion of multilingualism in Europe (Ioannou-Georgiou and Pavlos Pavlou, 2011). CLIL has been lately acknowledged in Lithuania as well. The Ministry of Education and Science of the Republic of Lithuania issued the Guidelines project which aim at encouraging a wider implementation of CLIL in the system of general education. In spite of great potential and benefits that CLL offers (i.e. improvement of learners' language skills and subject knowledge alongside the development of their communicative skills and intercultural competence as well as promotion of diverse learning strategies, etc.), it raises some important issues for teachers implementing CLIL too. The essential questions about CLIL, as being pointed out by Ľudmila Hurajová and Jana Luprichová (2015), are who should be responsible for teaching content through the second language and how this should be done. Evidently to become a good content or language teacher one has to be an expert not only in the content area but also have a deep E ISSN 1512-3146 (online) ISSN 1987-9601 (print) International Journal of Multilingual Education www.multilingualeducation.org understanding of the cognitive, sociocultural and psychological elements of foreign language teaching and learning. In order to find out the Lithuanian teachers' readiness and willingness to apply CLIL approach in their teaching process, the research was carried out with the aim focusing on Lithuanian teachers' viewpoints of CLIL. The research sought to address the following four key questions: what CLIL is, why it is important to learn the subject and a foreign language together, what difficulties could a learner encounter while learning a subject and a foreign language together and finally, what difficulties could a teacher encounter while teaching a subject and a foreign language together. There were 36 different subject teachers from various schools of general education of Lithuania who participated in the research. The article provides the results of the qualitative research data analysis and the insights revealing the Lithuanian teachers' viewpoints of CLIL in the Lithuanian educational context.

Scientia et Eruditio, 2017

Content and language integrated learning is one out of the bilingual methods that has been frequently discussed by language teachers, researchers and scholars for the last decade in Slovak educational environment. Mostly they are positive about the benefits CLIL offers for learners and they study both results in language and subject achievement; moreover, they investigate its impact on teachers' competencies and feasible integration of language and content. The article outlines general definition of the CLIL term; illustrates its benefits and drawbacks; discusses the competencies of a CLIL teacher; deals with an issue of materials and takes closer look at integration of English language and Mathematics teaching.

Educational Role of Language Journal, 2019

The aim of this paper is to present the outcomes of the recently finished project in selected European countries, supported by the European Union, particularly within the project Erasmus+, KA2 Cooperation for Innovation and the Exchange of Good Practices, Strategic Partnerships for school education. This paper presents the project outlines and interprets the project outcomes carried out in primary and secondary schools in Latvia, Lithuania, Sweden, and Italy. It focuses on interpretations of data collected through document analyses and observations concerning the CLIL lessons carried out in the above mentioned European countries. The project has been considered a "Good practice project" by the Slovak Academic Association for International Cooperation.

Language Learning & Language Teaching, 2000

La Francmasonería como sociedad iniciática, no tiene necesariamente su origen genealógico ni en los gremios de constructores de catedrales, ni en las caballerías de las órdenes militares y religiosas, ni en antiguas personalidades bíblicas, como se dice en las leyendas simbólicas y las formas rituales de su arte, que no tienen por qué corresponder con su historia. El origen genealógico de la tradición iniciática francmasónica hay que buscarlo en las nuevas sociabilidades de la humanidad europea moderna, que por los requerimientos de su infraestructura, económica, cultural, etcétera, fueron aptas para transmitir las influencias generadas y vehiculizadas desde las filosofías del renacimiento. Acasos, entre otros, como el de un Marsilio Ficino en el renacimiento italiano, haciendo traducir e introduciendo para Europa las tardoantiguas tradiciones alejandrinas dichas herméticas, y la magia natural, semilla de la ciencia moderna, tanto como de un Giordano Bruno, en la difusión de su culto primordial “egipciano” y especulativo, provocaron una infinidad de movimientos y grupos de nueva doctrina. Esta descendencia más rizomática que lineal, puede ir desde sociedades como la “Academia Platónica” de Florencia del siglo XV, pasando por los grupos “giordanistas” y “rosacrucistas” del siglo XVII, para luego de las guerras de religiones, desembocar en los grupos del tipo de la francmasonería del siglo XVIII, fuertemente vinculada en su primer momento con la comunidad científica. Consideramos así que la tradición iniciática como vía de liberación por el conocimiento, contenida en la primera francmasonería institucional, pertenece a esta influencia traída desde las filosofías del renacimiento y dan como resultado, más allá de la posterior presencia de otras líneas románticas y antiiluministas dentro del movimiento, la voluntad de promoción de las ciencias positivas, y de una interpretación natural del mundo, que llega hasta la actualidad.

Исторический вестник, 2024

The article, based on the archival source – the first full description of the Nakhchivan Armenian colony, compiled by the Taganrog town governor Baron B.B. Kampenhausen – comprehensively examines the organization and activities of the town of Nakhchivan (on the Don) and its surrounding villages, founded in accordance with the charter of Catherine II by Armenians resettled from the Crimea in 1778-1779. The author of the article, following the compiler of the "Description", analyzes the composition of the colony's population, its social (class) and professional structure, the land supply of townspeople and settlers and the importance of land holdings for the city's budget. Information about the number and condition of dwelling houses, stores, stores, coffee houses, taverns, inns, as well as churches and other urban public buildings, characterization of the urban economy, water supply and its improvement give a fairly complete picture of the life of the city. B.B. Kampenhausen's "Description" proves that not only trade (local and transit), but also crafts and industrial production (fish, tannery, brick, tile and other factories) were developed in Nakhchivan. In addition, the financial state of the city and the organization of its management are also considered.

Valutas Asing, 2021