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カテゴリー全て - skills - clil - perspectives - culture

によって ANA PIERA 1年前.

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CLIL(CONTENT LANGUAGE INTEGRATED LEARNING)

The integration of language learning with content instruction, known as CLIL, emphasizes the significance of acquiring a second language as part of a student's social and cognitive development.

ORAL COMMUNICATION

Linda Gonzalezにより

English as a Global Language

Luis Angel Sanchez Lunaにより

TOOLS FOR CLIL- BY ELISABETTA NANNI

Elisabetta Nanniにより

korea

Yaela Tapiaにより

RESEARCH FOUNDATIONS

SITUATIONS IN WHICH SUBJECTS ARE TAUGH THROUG A FOREIGN LANGUAGE WITH THE LEARNING OF CONTENT AND THE SIMULTANEOUS LEARNING OF A FOREIGN LANGUAGE

methodology at the core of the approach

multilingualism is the added value

the major concern in Education and not multilingualism

THE CONTENT DIMENSION

Preparing for future studies or working life

Accessing subject-specific target language terminology

Providing opportunities to study content through different perspectives

ORDER OF THE LANGUAGE SKILLS

WRITING

READING

SPEAKING

LISTENING

4 language skills

THE CULTURE DIMENSION

Introduciing the widerr cultural context

Learning about neighbouring countries regions or minority groups

Developing intercultural communication skills

Building intercultural knowledge and understanding

SPECIFIC ELEMENTS OF A DEFINED CURRICULUM

ESSENTIAL ELEMENTS

Repetition is required

Use mime, gestures,visual aids.To reinforce meaning

Use an appropriate level of language

Speak slowly and articulate clearly

In the beggining it is acceptable to use L1

Consistently use of language

Create a psychologically and phisically save environment

Find way to recognizing students effort and success

Set high, but realistic expectations

Give importance to L2, use it outside the classroom

Communication is of primary importance

Create a wealth of opportunities to use the languages

Provide a variety of languages models and resources

Make it relevant for students, connect with their lives and culture

THE LEARNING DIMENSION

Increasing learning motivation

Diversifying methods and forms

Complementing individual learning skills

THE LANGUAGE DIMENSIÓN

Introducing a target language

Developing plurilingual interests and attitude

Deepening awareness of mother tongue and target language

Developing oral communication skills

Improving the 4 skills

COGNITION

developing thinking skills

linking

LANGUAGE

CONCEPT FORMATION

CONTENT

Progression in

UNDERSTANDING

SKILLS

KNOWLEDGE

CULTURE

exposure to

SHARED UNDERSTANDINGS

ALTERNATIVE PERSPECTIVES

COMMUNICATION

WHILST LEARNING TO USE LANGUAGE

USING LANGUAGE TO LEARN

CLIL(CONTENT LANGUAGE INTEGRATED LEARNING)

Topic principal

CLIL PRINCIPLES

WHY CLIL?

IT RESPECTS THE SPECIFICITY OF LANGUAGE USE

SECOND LANGUAGE LEARNING IS AN INTEGRAL PART OF SOCIAL AND COGNITIVE DEVELOPMENT IN SCHOOL

CLIL(CONTENT LANGUAGE INTEGRATED LEARNING)

The integration of language learning with content instruction, known as CLIL, emphasizes the significance of acquiring a second language as part of a student's social and cognitive development.

ORAL COMMUNICATION

English as a Global Language

TOOLS FOR CLIL- BY ELISABETTA NANNI

korea

RESEARCH FOUNDATIONS

SITUATIONS IN WHICH SUBJECTS ARE TAUGH THROUG A FOREIGN LANGUAGE WITH THE LEARNING OF CONTENT AND THE SIMULTANEOUS LEARNING OF A FOREIGN LANGUAGE

methodology at the core of the approach

multilingualism is the added value

the major concern in Education and not multilingualism

THE CONTENT DIMENSION

Preparing for future studies or working life

Accessing subject-specific target language terminology

Providing opportunities to study content through different perspectives

ORDER OF THE LANGUAGE SKILLS

WRITING

READING

SPEAKING

LISTENING

4 language skills

THE CULTURE DIMENSION

Introduciing the widerr cultural context

Learning about neighbouring countries regions or minority groups

Developing intercultural communication skills

Building intercultural knowledge and understanding

SPECIFIC ELEMENTS OF A DEFINED CURRICULUM

ESSENTIAL ELEMENTS

Repetition is required

Use mime, gestures,visual aids.To reinforce meaning

Use an appropriate level of language

Speak slowly and articulate clearly

In the beggining it is acceptable to use L1

Consistently use of language

Create a psychologically and phisically save environment

Find way to recognizing students effort and success

Set high, but realistic expectations

Give importance to L2, use it outside the classroom

Communication is of primary importance

Create a wealth of opportunities to use the languages

Provide a variety of languages models and resources

Make it relevant for students, connect with their lives and culture

THE LEARNING DIMENSION

Increasing learning motivation

Diversifying methods and forms

Complementing individual learning skills

THE LANGUAGE DIMENSIÓN

Introducing a target language

Developing plurilingual interests and attitude

Deepening awareness of mother tongue and target language

Developing oral communication skills

Improving the 4 skills

COGNITION

developing thinking skills

linking

LANGUAGE

CONCEPT FORMATION

CONTENT

Progression in

UNDERSTANDING

SKILLS

KNOWLEDGE

CULTURE

exposure to

SHARED UNDERSTANDINGS

ALTERNATIVE PERSPECTIVES

COMMUNICATION

WHILST LEARNING TO USE LANGUAGE

USING LANGUAGE TO LEARN

CLIL(CONTENT LANGUAGE INTEGRATED LEARNING)

Topic principal

CLIL PRINCIPLES

WHY CLIL?

IT RESPECTS THE SPECIFICITY OF LANGUAGE USE

SECOND LANGUAGE LEARNING IS AN INTEGRAL PART OF SOCIAL AND COGNITIVE DEVELOPMENT IN SCHOOL

ADQUISITION OF NEW LANGUAGE STRUCTURES

COMMUNICATIVE APPROACH

TO PROMOTE MIMORITY LANGUAGES

TO PROMOTE FOREIGN LANGUAGES

WHAT IS CLIL?