This article aims to shed light on the benefits and challenges of Content and Language Integrated Learning (CLIL) in the context of teaching economics. It focuses on the benefits of the CLIL approach for teaching basic economics vocabulary, as well as the need for specialized teaching materials and methods to develop both students' language and subject competence.
The draft discusses the CLIL approach, which involves the teaching of academic content through a foreign language, and highlights its increasing popularity in the modern educational landscape. Originally inspired by historical educational practices, CLIL is now experiencing a renaissance, particularly in response to demands for multilingualism and improved foreign language skills in Europe. In the Spanish education system in particular, CLIL has proven to be an effective strategy for increasing foreign language competence. The article highlights the benefits of CLIL, such as authentic language use, motivational learning tasks and increased language contact, while at the same time teaching subject content. Despite the obvious benefits, the article notes that the implementation of CLIL poses specific challenges.
Table of Contents
Introduction
Economics vocabulary in Content and Language Integrated Learning
Lesson plan for practising basic economics vocabulary in CLIL
Conclusion
Objectives and Topics
The main objective of this work is to address the scarcity of teaching materials for economics-related vocabulary within CLIL (Content and Language Integrated Learning) contexts by providing an engaging, co-operative lesson plan.
- Theoretical benefits and challenges of the CLIL teaching approach.
- Review of current research regarding subject-specific vocabulary acquisition.
- Analysis of the existing availability of economics-focused CLIL teaching resources.
- Development of a collaborative, activity-based lesson plan for B1-level students.
- Application of English Vocabulary Profile (EVP) data for material selection.
Excerpt from the Book
Introduction
Content and Language Integrated Learning (CLIL) is a teaching approach whereby academic content is taught through the medium of a foreign language. Though it has become increasingly popular since the turn of the century, it is by no means a recent undertaking. As far back as the Roman Empire, Latin, which was the language of the ruling class, was used in educational settings throughout the empire (Sylvén & Ohlander, 2014). In modern times, such practices have been implemented more and more frequently, particularly in a European context, where CLIL has come as a response to policies promoting multilingualism and an increased understanding that there is a need to acquire foreign languages (Ruiz de Zarobe & Lasagabaster, 2010).
As is highlighted by Dalton-Puffer and Smit (2007), there are three reasons why a CLIL approach is thought to be beneficial. Firstly, it provides learners with conditions for more authentic use. In contexts where students are unable to find extramural learning opportunities, CLIL allows them to use the language in a more naturalistic, authentic environment (Dalton-Puffer, 2007). Secondly, it gives learners a purpose for using the language in the classroom. As Graddol (2006, p. 86) has remarked, CLIL may be seen as the “ultimate communicative methodology”, given that it allows learners to engage in real-life content-learning tasks with a precise purpose.
Finally, CLIL increases the exposure that learners receive to the target language. In addition to their foreign language classes, learners receive exposure via content classes, allowing them to improve their language and intercultural skills while simultaneously acquiring curriculum content (Lasagabaster & López Beloqui, 2015). As Zydatiß (2012, p. 27) notes, students get “two for the price of one”, receiving extra exposure without placing more pressure on busy timetables.
Summary of Chapters
Introduction: This chapter defines the CLIL approach, outlines its historical roots and benefits, and discusses the challenges teachers face when integrating language and content instruction.
Economics vocabulary in Content and Language Integrated Learning: This chapter examines the lack of subject-specific materials for economics in CLIL and highlights the positive impact of co-operative tasks on student motivation.
Lesson plan for practising basic economics vocabulary in CLIL: This chapter presents the design, target vocabulary, and pedagogical rationale for an engaging crossword-based activity geared toward B1-level students.
Conclusion: This chapter summarizes the necessity of the developed resource to facilitate subject-specific vocabulary acquisition and support teachers in the CLIL classroom.
Keywords
CLIL, Content and Language Integrated Learning, economics vocabulary, language acquisition, teaching materials, collaborative learning, crosswords, motivation, B1 level, subject-specific vocabulary, educational resources, communicative methodology, L2 teaching.
Frequently Asked Questions
What is the primary focus of this work?
The work focuses on the development of teaching materials to help students acquire subject-specific vocabulary for economics within a CLIL (Content and Language Integrated Learning) framework.
What are the key thematic areas addressed?
The key themes include the pedagogical benefits of CLIL, the current deficit of economics-specific training materials, and the use of co-operative tasks to foster learner motivation.
What is the core research goal?
The goal is to bridge the gap in available resources by creating a practical, engaging lesson plan that allows students to practice basic economics-related vocabulary.
Which methodology is adopted for the teaching activity?
The work utilizes a collaborative "half-crossword" methodology, encouraging students to explain vocabulary using synonyms and examples rather than relying on rote memorization.
What does the main content cover?
The main content reviews existing literature on CLIL, explains the selection process of target words using the English Vocabulary Profile (EVP), and provides a detailed lesson plan with appendices.
Which keywords best characterize this research?
The study is characterized by terms such as CLIL, economics vocabulary, collaborative learning, communicative methodology, and teaching materials.
Why was the "Money" topic selected for the lesson plan?
The topic "Money" was selected because it aligns with B1-level proficiency in the Common European Framework and serves as a foundational subject for more complex economics topics.
How is the collaborative crossword activity structured?
Students are divided into pairs where each receives a crossword with different missing words, requiring them to describe their target words to their partner orally to complete both grids.
What role does the English Vocabulary Profile (EVP) play in this document?
The EVP is used as the evidence-based source for selecting 20 relevant B1-level target words, ensuring that the vocabulary is appropriate for the learners' proficiency level.
Are the materials in this document ready for immediate classroom use?
Yes, the document includes full appendices with the lesson plan, the student crossword versions, and an answer key for the instructor.
- Citar trabajo
- Leah Geoghegan (Autor), 2024, Effective teaching of basic economics vocabulary in CLIL (B1 level), Múnich, GRIN Verlag, https://www.grin.com/document/1452630
