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    The Impact of CLIL in School

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    Andrea Barrera
    The document discusses the impact of Content and Language Integrated Learning (CLIL) in schools. It states that CLIL can increase cultural awareness, internationalization, language competence, preparation for study/work, and student motivation. A successful CLIL lesson should combine content, communication, cognition, and culture. It should integrate all four language skills - listening, reading, speaking, and writing. For teachers, CLIL lessons integrate language and skills in a functional way dictated by the subject context, rather than focusing on structural grammar. Students are expected to reproduce lesson texts in their own words using simple and complex language.

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    The Impact of CLIL in School

    Uploaded by

    Andrea Barrera
    16 views2 pages
    The document discusses the impact of Content and Language Integrated Learning (CLIL) in schools. It states that CLIL can increase cultural awareness, internationalization, language competence, preparation for study/work, and student motivation. A successful CLIL lesson should combine content, communication, cognition, and culture. It should integrate all four language skills - listening, reading, speaking, and writing. For teachers, CLIL lessons integrate language and skills in a functional way dictated by the subject context, rather than focusing on structural grammar. Students are expected to reproduce lesson texts in their own words using simple and complex language.

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    The impact of CLIL in school

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    The document discusses the impact of Content and Language Integrated Learning (CLIL) in schools. It states that CLIL can increase cultural awareness, internationalization, language competence, preparation for study/work, and student motivation. A successful CLIL lesson should combine content, communication, cognition, and culture. It should integrate all four language skills - listening, reading, speaking, and writing. For teachers, CLIL lessons integrate language and skills in a functional way dictated by the subject context, rather than focusing on structural grammar. Students are expected to reproduce lesson texts in their own words using simple and complex language.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    16 views2 pages

    The Impact of CLIL in School

    Uploaded by

    Andrea Barrera
    The document discusses the impact of Content and Language Integrated Learning (CLIL) in schools. It states that CLIL can increase cultural awareness, internationalization, language competence, preparation for study/work, and student motivation. A successful CLIL lesson should combine content, communication, cognition, and culture. It should integrate all four language skills - listening, reading, speaking, and writing. For teachers, CLIL lessons integrate language and skills in a functional way dictated by the subject context, rather than focusing on structural grammar. Students are expected to reproduce lesson texts in their own words using simple and complex language.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    The impact of CLIL in school.

    The impact of CLIL may be seen in terms of cultural awareness,


    internationalisation, language competence, preparation for both study and
    working life and increased motivation.
    A successful CLIL lesson should combine:
    Content - Progression in knowledge, skills and understanding related to
    specific elements of a defined curriculum
    Communication - Using language to learn whilst learning to use language
    Cognition - Developing thinking skills which link concept formation (abstract
    and concrete), understanding and language
    Culture - Exposure to alternative perspectives and shared understandings,
    which deepen awareness of otherness and self.

    In a CLIL lesson, all four language skills should be combined. The skills are
    seen thus:
    Listening is a normal input activity, vital for language learning
    Reading, using meaningful material, is the major source of input
    Speaking focuses on fluency. Accuracy is seen as subordinate
    Writing is a series of lexical activities through which grammar is recycled.
    For teachers from an ELT background, CLIL lessons exhibit the following
    characteristics:
    Integrate language and skills, and receptive and productive skills
    Lessons are often based on reading or listening texts / passages
    The language focus in a lesson does not consider structural grading
    Language is functional and dictated by the context of the subject
    Language is approached lexically rather than grammatically
    Learner styles are taken into account in task types.
    While for students, they are expected to be able to reproduce the core of the
    text in their own words. Since learners will need to use both simple and more
    complex language, there is no grading of language involved, but it is a good
    idea for the teacher to highlight useful language in the text and to categorise
    it according to function. Learners may need the language of comparison and
    contrast, location or describing a process, but may also need certain
    discourse markers, adverb phrases or prepositional phrases. Collocations,
    semi-fixed expressions and set phrases may also be given attention as well as
    subject-specific and academic vocabulary.

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