This paper is dedicated to the concept of CLIL (Content and Language Integrated Learning). In order to get a good impression of what this means, the first chapter will introduce the concepts and theory of CLIL and explain why it should be used.
In the following chapters I will present a lesson I have developed about the structure of North American cities. In this lesson, the learners will draw their own map of Rochester, NY, guided by a step-by-step instruction and finally, I will reflect the lesson and evaluate it. It becomes indisputably more important to be able to speak more than one language, as the world is constantly growing together. This raises the question, what ways there are to obtain the skill to speak another language apart from the native language. The appendix includes the complete material for the lesson - including worksheets and everything else that was used - as well as the lesson plan.
Table of Contents
1 Introduction
2 What is CLIL?
3 Teaching Unit
4 Reflection
5 Bibliography
5.1 List of Literature
5.2 Material for the Lesson
6 Appendix
6.1 Lesson Plan
6.2 Other Material
Objectives and Topics
This paper explores the application of Content and Language Integrated Learning (CLIL) in a secondary school geography setting, specifically focusing on the structure of North American cities. The research aims to evaluate how CLIL enhances both subject-specific knowledge and foreign language proficiency through authentic engagement and specific teaching methodologies like scaffolding.
- The theoretical foundations and educational advantages of the CLIL approach.
- Methods for implementing effective scaffolding in a content-based classroom.
- The specific requirements and components of North American urban structures.
- Development and evaluation of a practical lesson plan for 8th-grade learners.
- The role of student reflection and teacher assessment in professional development.
Excerpt from the Book
2 What is CLIL?
Against the background of teaching a foreign language, one may come across the term bilingual teaching or CLIL. First of all, there are different terms like bilingual teaching, Dual Language Program and bilingualer Sachfachunterricht, which all have a similar meaning, but with slightly different connotations (cf. DALTON-PUFFER 2007: 1). However, the term CLIL is generally accepted and will be used in this paper. But what exactly does CLIL mean? CLIL is an abbreviation to the term “Content and Language Integrated Learning” (DALTON-PUFFER et al. 2010: 1). In literature, CLIL is defined as “an educational approach where subjects […] are taught through the medium of a foreign language” (DALTON-PUFFER et al. 2010: 1) or “all types of provision in which a second language […] is used to teach certain subjects in the curriculum other than the language lessons themselves” (EUROPEAN COMMISSION 2006: 8).
CLIL lessons can also be described as a “dual-focused educational approach” or a “fusion” of content and language, because the focus is neither exclusively on the language, nor is it on the content (COYLE et al. 2010: 41ff). However, CLIL is still more content-driven, which can be seen even in the word itself, where content comes before language (cf. DALTON-PUFFER et al. 2010: 2). A CLIL lesson is methodically designed as a regular topic-related subject, not as a foreign language lesson (WOLFF 2013: 22). In other words, CLIL is a form of teaching, where the lessons of the content-giving subject take place in a foreign language. The intensity of CLIL programmes depends on the educational institution. These programmes can be for weeks or a school year until whole school careers, taking place once or several times a week (cf. DALTON-PUFFER et al. 2010: 2).
Summary of Chapters
1 Introduction: This chapter introduces the importance of foreign language acquisition and provides an overview of the paper's focus on the CLIL concept and a practical lesson on North American urban structures.
2 What is CLIL?: This chapter defines the theoretical framework of CLIL, its origins, and its pedagogical benefits regarding student motivation and the "4 Cs" (Culture, Content, Cognition, Communication).
3 Teaching Unit: This chapter outlines the development of an 8th-grade geography lesson, detailing the curriculum requirements, lesson phases, and specific tasks like mapping the city of Rochester.
4 Reflection: This chapter critically analyzes the proposed lesson, discusses timing and grade-level adjustments, and addresses feedback regarding the integration of CLIL concepts.
5 Bibliography: This chapter provides the comprehensive list of academic sources and materials used for the lesson plan.
6 Appendix: This chapter contains the practical lesson plan document and supplementary materials, including worksheets and sample solutions for students.
Keywords
CLIL, Content and Language Integrated Learning, Geography, Education, North American cities, Scaffolding, BICS, CALP, Lesson Planning, Secondary Education, Mapping, Communicative Competence, Intercultural Competence, Curriculum, Bilingual Teaching.
Frequently Asked Questions
What is the primary focus of this paper?
The paper examines the CLIL approach within a geography classroom, exploring how teaching non-linguistic content in a foreign language benefits student learning.
What are the core pillars of the CLIL approach mentioned?
The core pillars discussed are the "4 Cs": Culture, Content, Cognition, and Communication, which form the basis for successful CLIL lessons.
What is the central research aim?
The aim is to demonstrate the practical application of CLIL by designing a geography lesson on the structure of North American cities for German 8th-grade students.
Which educational methods are prioritized?
The author emphasizes the importance of scaffolding (both hard and soft) to support learners in managing content despite potential language barriers.
What is included in the main body of the work?
The main body covers the theoretical definitions of CLIL, the pedagogical justification for the topic, the detailed lesson sequence, and a reflective evaluation of the lesson's potential success.
Which keywords best characterize this research?
Key terms include CLIL, geography, secondary education, scaffolding, and communicative competence.
How does the author propose adapting the lesson for older learners?
The author suggests using more complex texts involving CALP (cognitive academic language proficiency) and more challenging discussion topics, such as urban sustainability.
Why is mapping considered a central part of the lesson?
Mapping is used as a "target activity" to move students beyond passive learning, requiring them to apply their knowledge of urban components like CBDs and suburbs to a specific satellite image.
- Arbeit zitieren
- Anonym (Autor:in), 2018, Content and Language Integrated Learning. An Exemplary Lesson Plan, München, GRIN Verlag, https://www.grin.com/document/1464356
