This term paper describes and reflects on the concept of CLIL (Content and Language Integrated Learning) from different angles. Firstly, the concept itself is introduced and defined. By doing this, a distinction between CLIL and immersion is conducted. Since there are numerous definitions and interpretations of CLIL within Europe, a closer look is taken to CLIL within the European context. Similarities and differences between educational systems are presented. Secondly, the practical implementation of CLIL in class is observed by describing the example of textual work. Thirdly, the focus is on scaffolding in general and its numerous manifestations that can be used to support CLIL learners. In doing so, a distinction between verbal and content related scaffolding techniques is made.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- The concept of CLIL
- Definition of CLIL
- CLIL and immersion
- CLIL as an European concept
- Implementation of CLIL in class – the example of textual work
- CLIL in practice - scaffolding
- Verbal scaffolding techniques
- Content scaffolding techniques
- Results
- References
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This term paper aims to analyze the concept of Content and Language Integrated Learning (CLIL) from various perspectives. It seeks to define CLIL, differentiate it from immersion programs, examine its implementation in a classroom setting (using textual work as an example), and explore the role of scaffolding techniques in supporting CLIL learners.
- Definition and differentiation of CLIL from immersion programs
- Practical implementation of CLIL in classrooms
- The role of scaffolding techniques in CLIL
- CLIL within the European educational context
- The complexities of balancing language and content instruction in CLIL
Zusammenfassung der Kapitel (Chapter Summaries)
1. Introduction: This introductory chapter establishes the context for the study by highlighting the growing interest in bilingual teaching methods, particularly CLIL, due to the increasing trend of early foreign language learning in Europe. It emphasizes the lack of a common approach to CLIL in Germany due to decentralized educational policies, resulting in a lag in teacher training. The chapter underscores the complexity of CLIL, arising from the interdependency of language, content, and pedagogical approaches, referencing Marsh's assertion on the crucial balance between action and knowledge for successful learning.
2. The concept of CLIL: This chapter delves into the definition and scope of CLIL, acknowledging the ambiguity surrounding its interpretation. It emphasizes the need to distinguish CLIL from immersion, citing Cenoz et al. (2014). The chapter adopts Marsh's definition of CLIL as a dual-focused approach using an additional language for teaching both content and language. It then explores the similarities and differences between CLIL and immersion programs, outlining common goals and the significant differences regarding language exposure and teacher qualifications.
3. Implementation of CLIL in class – the example of textual work: This chapter focuses on the practical application of CLIL in a classroom setting, using the example of textual work. It would detail how specific pedagogical strategies and techniques are used to integrate language and content learning within the context of analyzing and interpreting texts. The chapter would likely explore how the teacher facilitates language acquisition while ensuring comprehension of the subject matter, showcasing the practical challenges and successful strategies of implementing CLIL in this specific educational context.
4. CLIL in practice - scaffolding: This chapter delves into the crucial role of scaffolding in supporting CLIL learners. It likely explores the various scaffolding techniques, categorizing them into verbal and content-related approaches. The chapter would provide examples of each type, showing how they assist students in navigating the complexities of learning content through a second language. It would emphasize how these scaffolding strategies contribute to successful learning outcomes in CLIL environments.
Schlüsselwörter (Keywords)
CLIL, Content and Language Integrated Learning, immersion, bilingual education, second language acquisition, scaffolding, language teaching methodology, European education, teacher training, textual analysis.
Frequently Asked Questions: A Comprehensive Language Preview of Content and Language Integrated Learning (CLIL)
What is the purpose of this document?
This document provides a comprehensive overview of Content and Language Integrated Learning (CLIL), including its definition, implementation, and key themes. It serves as a preview, offering a table of contents, objectives, chapter summaries, and keywords for a more in-depth study of CLIL.
What are the main topics covered in this document?
The document covers the following key areas: the definition and differentiation of CLIL from immersion programs; practical implementation of CLIL in classrooms, specifically using textual work as an example; the crucial role of scaffolding techniques in supporting CLIL learners; CLIL within the European educational context; and the complexities of balancing language and content instruction in CLIL.
What is CLIL and how does it differ from immersion programs?
CLIL (Content and Language Integrated Learning) is a dual-focused approach using an additional language for teaching both content and language. While sharing some common goals with immersion programs, CLIL differs significantly regarding language exposure and teacher qualifications. The document emphasizes the need to distinguish between the two approaches.
How is CLIL implemented in the classroom? What is the role of scaffolding?
The document uses textual work as an example to illustrate the practical application of CLIL. It highlights the pedagogical strategies and techniques used to integrate language and content learning. A significant portion focuses on scaffolding, categorizing techniques into verbal and content-related approaches and providing examples of how these support learners in navigating the complexities of learning content through a second language.
What is the significance of scaffolding in CLIL?
Scaffolding plays a crucial role in supporting CLIL learners. The document explores various scaffolding techniques, emphasizing how these strategies contribute to successful learning outcomes in CLIL environments by assisting students in navigating the complexities of learning content through a second language.
What is the European context of CLIL?
The document highlights the growing interest in bilingual teaching methods, particularly CLIL, due to the increasing trend of early foreign language learning in Europe. It also notes the lack of a common approach to CLIL in Germany due to decentralized educational policies, resulting in a lag in teacher training.
What are the key challenges in CLIL implementation?
The document highlights the complexity of CLIL, arising from the interdependency of language, content, and pedagogical approaches. It emphasizes the challenge of balancing language and content instruction, referencing Marsh's assertion on the crucial balance between action and knowledge for successful learning.
What are the key terms associated with CLIL?
Key terms include: CLIL, Content and Language Integrated Learning, immersion, bilingual education, second language acquisition, scaffolding, language teaching methodology, European education, teacher training, and textual analysis.
- Quote paper
- Anonym (Author), 2018, The Concept of Content and Language Integrated Learning (CLIL), Munich, GRIN Verlag, https://www.grin.com/document/537100
