The reason for using especially English for content and language integrated learning (CLIL) nowadays is its function as the global "lingua franca" which means that English is used in such areas as traveling, business, economy, science and entertainment by both native and non-native speakers of English to enable communication with speakers of different languages. Germany holds more than 800 schools that offer CLIL in different modern languages, especially English, whereas North Rhine-Westphalia is the German leader in the field of CLIL [...].
Table of Contents
1. Does CLIL need its own methodology?
1.1 Introduction to bilingual instruction in Germany
1.2 Features and challenges of CLIL
1.3 Perspectives on methodology: Nando Mäsch and Henning Wode
1.4 Core components: Reception, production, and autonomy
1.5 The Bilingual Triangle as a practical application
1.6 Conclusion
Objectives and Topics
This paper examines whether Content and Language Integrated Learning (CLIL) requires a specialized didactic methodology to be effective across diverse school types. It analyzes the development of CLIL in Germany, evaluates competing methodological approaches, and proposes a framework based on reception, production, and learner autonomy.
- Evolution and current status of bilingual instruction in Germany
- Critical analysis of teacher-centered vs. learner-centered methods
- The integration of authentic materials and functional language use
- Development of learner autonomy through metacognitive skills
- Application of the "Bilingual Triangle" model in history education
Excerpt from the Book
Does CLIL need its own methodology?
The concept of bilingual instruction in Germany has started with school subjects in French in 1963 as a result of the "Elysée- Vertrag": France and Germany wanted to realize their political agreement of peace and friendship through cultural approximation on the societal level which became known as the Franco-German Friendship Treaty, and as a result, schools such as the "deutsch-französische Gymnasien" or "Lycées franco-allemands" were established in both countries.
By 1987, the number of these schools had increased to 25. It is important to underline the fact that the beginning of bilingual instruction in Germany is very closely related to the use of French, rather than English, as a classroom language (Wolff 2007).
The reason for using especially English for content and language integrated learning (CLIL) nowadays is its function as the global "lingua franca" which means that English is used in such areas as traveling, business, economy, science and entertainment by both native and non-native speakers of English to enable communication with speakers of different languages.
Summary of Chapters
Does CLIL need its own methodology?: Provides a historical overview of bilingual instruction in Germany, moving from French-focused origins to the current dominance of English as a global lingua franca.
Introduction to bilingual instruction in Germany: Traces the establishment of the Franco-German Friendship Treaty and the growth of bilingual schools, highlighting the shift toward CLIL.
Features and challenges of CLIL: Examines the core characteristics of CLIL, including the need for specialized curricula, the role of content-specific terminology, and the development of intercultural competence.
Perspectives on methodology: Nando Mäsch and Henning Wode: Compares various pedagogical approaches, specifically the "Methodenwaage" by Mäsch and the immersion theories proposed by Wode, while critiquing their limitations.
Core components: Reception, production, and autonomy: Outlines the fundamental requirements for successful CLIL, focusing on comprehensible input, bridging techniques for speech production, and the development of autonomous learners.
The Bilingual Triangle as a practical application: Explores Wolfgang Hallet’s model for structuring bilingual lessons, demonstrating how it integrates the student's culture, the target language culture, and universal phenomena.
Conclusion: Summarizes the argument that CLIL, supported by a structured methodology based on reception, production, and autonomy, is beneficial for all types of German schools.
Keywords
CLIL, Bilingual Instruction, Language Acquisition, Learner Autonomy, Intercultural Competence, Teaching Methodology, Comprehensible Input, Language Production, Code-Switching, Bilingual Triangle, Content-Based Learning, Language Awareness, Educational Methodology, Foreign Language Teaching, Linguistic Input
Frequently Asked Questions
What is the primary focus of this paper?
The paper explores the pedagogical necessity of a distinct methodology for CLIL in German schools, arguing that it should not be reserved only for academic elites but implemented across all educational levels.
What are the central themes discussed in the text?
The main themes include the historical context of bilingual education, the distinction between teacher-centered and learner-centered methods, and the structural pillars of successful CLIL: reception, production, and autonomy.
What is the main research objective?
The objective is to determine whether CLIL requires a unique, dedicated methodology to help students manage the "double burden" of learning complex content through a foreign language.
Which scientific methods are analyzed in the book?
The paper evaluates several approaches, including the "Methodenwaage" (balanced methods), total immersion concepts, and the "Bilingual Triangle" model for practical classroom application.
What topics are covered in the main section?
The main section covers the theoretical foundations of CLIL, the importance of comprehensible input and output, the use of functional categories in discourse, and the role of meta-cognitive skills in fostering learner autonomy.
Which keywords best characterize the work?
Key terms include CLIL, Learner Autonomy, Comprehensible Input, Bilingual Triangle, and Intercultural Competence.
How does the author define the "double burden" in CLIL?
The "double burden" refers to the cognitive and linguistic challenge students face when they must simultaneously master new, complex subject matter and acquire proficiency in a foreign language.
What is the significance of the "Bilingual Triangle" mentioned in the text?
The Bilingual Triangle is a practical framework that structures lessons around three fields: the student's own culture, the target language culture, and universal/global issues, ensuring a balanced approach to content and language.
Why does the author advocate for CLIL in all types of German schools?
The author argues that in an increasingly globalized world, multilingualism and subject knowledge are critical for everyone, not just for students in elite academic streams like the "Gymnasium."
- Citar trabajo
- Margarita Apyestina (Autor), 2011, Does CLIL (content and language integrated learning) need its own methodology?, Múnich, GRIN Verlag, https://www.grin.com/document/262752
