CLIL. Content and language integrated learning

Diploma Thesis , 2008 , 113 Pages , Grade: 1,0

Didactics for the subject English - Pedagogy, Literature Studies

Europe is moving closer together. Diverse nations, communities, cultures and language groups are building a single Union. “It is a Union built around the equal interchange of ideas and traditions and founded upon the mutual acceptance of people with different histories but a common future” (Commission of the European Communities, 2003:3).

Since the European Union will be home to citizens from different cultural and linguistic background, it is becoming more important than ever that peoples have the skills to understand each other and to communicate with their neighbours. To achieve the goal of mutual understanding, it is, among other factors, necessary to promote effective language learning. One way of promoting language learning is the access to appropriate education at school. However, there are other ways of language learning. People, for instance, acquire language skills when they are exposed to languages in natural environments. (ibid.)

The focus in this diploma thesis is on language learning at school. During the Education, Youth and Culture Council in May 2005, the Luxembourg Presidency focussed on the ever changing European classroom and the potential of multi-lingual education. It has placed language learning and linguistic diversity high on the European agenda. There is a fairly new approach to learning which combines the transmission of domain specific knowledge and linguistic knowledge. This means that biology, for instance, is not only taught in the mother tongue, but also in a foreign language. In expert community, this approach is known as Content and Language Integrated Learning (CLIL) and “has a major contribution to make to the Union’s language learning goals” (Commission of the European Communities, 2003:9).

Inhaltsverzeichnis (Table of Contents)

• 1 INTRODUCTION
• 2 KNOWLEDGE
  • 2.1 INTERNAL DEFINING CHARACTERISTICS
    • 2.1.1 WHAT IS KNOWLEDGE?
    • 2.1.2 UNITS OF KNOWLEDGE
    • 2.1.3 TYPES OF KNOWLEDGE
      • 2.1.3.1 Implicit versus Explicit Knowledge
      • 2.1.3.2 Linguistic versus Domain Knowledge
      • 2.1.3.3 Declarative versus Procedural Knowledge
      • 2.1.3.4 Conceptual versus Episodic Knowledge
  • 2.2 EXTERNAL DEFINING CHARACTERISTICS
    • 2.2.1 KNOWLEDGE VERSUS INFORMATION
    • 2.2.2 KNOWLEDGE VERSUS SKILLS
  • 2.3. THE FUNCTION OF KNOWLEDGE
• 3 CREATION OF NEW KNOWLEDGE
  • 3.1 INTERNAL DEFINING CHARACTERISTICS
    • 3.1.1 WHAT IS KNOWLEDGE CREATION?
    • 3.1.2 WHAT IS LEARNING?
      • 3.1.2.1 Types of Learning
      • 3.1.2.2 Approaches to Learning
    • 3.1.3 WHAT IS TEACHING?
      • 3.1.3.1 Model of Knowledge Creation
      • 3.1.3.2 Teaching Methods
• 4 REPRESENTATION OF KNOWLEDGE
  • 4.1 INTERNAL DEFINING CHARACTERISTICS
    • 4.1.1 TYPES OF KNOWLEDGE REPRESENTATION
      • 4.1.1.1 Internal Representation
      • 4.1.1.2 External Representation
    • 4.1.2 WHAT IS KNOWLEDGE REPRESENTATION?
    • 4.1.3 FORMS OF KNOWLEDGE REPRESENTATION
    • 4.1.4 CODES OF KNOWLEDGE REPRESENTATION
    • 4.1.5 MODEL: REPRESENTING AND REPRESENTED UNITS
• 5 COMMUNICATION OF KNOWLEDGE
  • 5.1 INTERNAL DEFINING CHARACTERISTICS
    • 5.1.1 WHAT IS COMMUNICATION?
    • 5.1.2 WHAT IS KNOWLEDGE COMMUNICATION?
    • 5.1.3 CHARACTERISTICS OF KNOWLEDGE COMMUNICATION
      • 5.1.3.1 Direction
      • 5.1.3.2 Modality
      • 5.1.3.3 Medium
• 6 CONTENT AND LANGUAGE INTEGRATED LEARNING
  • 6.1 INTERNAL DEFINING CHARACTERISTICS
    • 6.1.1 WHAT IS CLIL?
    • 6.1.2 WHAT IS THE DOMAIN KNOWLEDGE IN CLIL?
      • 6.1.2.1 The Subject Biology
    • 6.1.3 WHAT IS THE LANGUAGE IN CLIL?
  • 6.2 THE EUROPEAN UNION AND CLIL
  • 6.3 CLIL IN AUSTRIA
    • 6.3.1 SCHOOLS IN AUSTRIA
      • 6.3.1.1 The Legal Basis for CLIL
      • 6.3.1.2 Linguistic Situation
      • 6.3.1.3 Teachers
  • 6.4 GENERAL OBJECTIVES OF CLIL
    • 6.4.1 OBJECTIVES OF THE AUSTRIAN CURRICULUM FOR FOREIGN LANGUAGES
      • 6.4.1.1 Secondary Level: Lower Grades
      • 6.4.1.2 Secondary Level: Higher Grades
    • 6.4.2 OBJECTIVES OF THE AUSTRIAN CURRICULUM FOR BIOLOGY
      • 6.4.2.1 Secondary Level: Lower Grades
      • 6.4.2.2 Secondary Level: Higher Grades
  • 6.5 SPECIFIC OBJECTIVES OF CLIL
    • 6.5.1 LINGUISTIC ABILITY
    • 6.5.2 COMMUNICATIVE COMPETENCE
    • 6.5.3 IMPLICIT LANGUAGE LEARNING
    • 6.5.4 MOTIVATION
    • 6.5.5 COGNITIVE DEVELOPMENT
    • 6.5.6 ABSTRACT THINKING
    • 6.5.7 SOCIAL-PSYCHOLOGICAL OUTCOMES
    • 6.5.8 SUBJECT-RELATED KNOWLEDGE
    • 6.5.9 TOLERANCE
  • 6.6. THE PRATICE OF CLIL
    • 6.6.1 WHAT IS DIDACTICS?
    • 6.6.2 GENERAL CLIL DIDACTICS
    • 6.6.3 DIDACTICS OF BIOLOGY
    • 6.6.4 FOREIGN LANGUAGE DIDACTICS
      • 6.6.4.1 Secondary Level: Lower Grades
      • 6.6.4.2 Secondary Level: Higher Grades
  • 6.7. SPECIFIC CLIL DIDACTICS
    • 6.7.1 LANGUAGE
      • 6.7.1.1 Language Use
      • 6.7.1.2 Linguistic Diversity
      • 6.7.1.3 Language Learning
    • 6.7.2 DOMAIN KNOWLEDGE AND LINGUISTIC KNOWLEDGE
      • 6.7.2.1 Input
      • 6.7.2.2 Output
    • 6.7.3 LESSON STRUCTURE
  • 6.8 LIMITS OF CLIL
    • 6.8.1 DOUBLE CHALLENGE
    • 6.8.2 MATERIAL
    • 6.8.3 LANGUAGE
    • 6.8.4 DOMAIN KNOWLEDGE
• 7 COMMENTS ON THE THEORY
  • INTERVIEWS
    • 8.1 HYPOTHESES
    • 8.2 FIRST INTERVIEW
    • 8.3 SECOND INTERVIEW
    • 8.4 THIRD INTERVIEW
    • 8.5 INTERPRETATION OF DATA
    • 8.6 SUGGESTIONS FOR IMPROVEMENT
• 9 SUMMARY

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This diploma thesis explores Content and Language Integrated Learning (CLIL), a teaching approach that combines subject matter instruction with language learning. The study aims to provide a comprehensive understanding of CLIL, analyzing its defining characteristics, its impact on knowledge creation, and its application in Austrian schools.

• The nature and characteristics of knowledge, including its creation, representation, and communication.
• The theoretical framework of CLIL, encompassing its objectives, methodologies, and potential benefits.
• The implementation of CLIL in Austria, focusing on the legal framework, the linguistic situation, and the role of teachers.
• The specific challenges and limitations associated with CLIL.
• The potential for improving CLIL practices based on data from interviews with stakeholders.

Zusammenfassung der Kapitel (Chapter Summaries)

• Chapter 1 provides an introduction to the topic of Content and Language Integrated Learning (CLIL), outlining the scope and objectives of the study.
• Chapter 2 delves into the concept of knowledge, exploring its defining characteristics, both internal and external. The chapter examines various types of knowledge, including implicit versus explicit, linguistic versus domain, declarative versus procedural, and conceptual versus episodic knowledge. It also discusses the distinction between knowledge and information, and between knowledge and skills.
• Chapter 3 focuses on the creation of new knowledge, outlining the processes of learning and teaching. The chapter explores different types and approaches to learning, and examines a model of knowledge creation. It also discusses various teaching methods and their implications for CLIL.
• Chapter 4 examines the representation of knowledge, distinguishing between internal and external forms of representation. It discusses the different codes of knowledge representation and explores the concept of representing and represented units.
• Chapter 5 explores the communication of knowledge, outlining the key characteristics of knowledge communication, including direction, modality, and medium.
• Chapter 6 provides a detailed examination of CLIL, focusing on its defining characteristics, objectives, and its implementation in Austria. The chapter analyzes the legal basis for CLIL in Austria, the linguistic situation in Austrian schools, and the role of teachers in implementing CLIL.
• Chapter 7 discusses the specific objectives of CLIL, including the development of linguistic ability, communicative competence, and cognitive skills. It also explores the potential social-psychological outcomes of CLIL and its impact on tolerance and subject-related knowledge.
• Chapter 8 analyzes the practice of CLIL, examining the role of didactics and exploring general CLIL didactics, didactics of biology, and foreign language didactics. The chapter discusses the specific CLIL didactics, including language use, linguistic diversity, and language learning.
• Chapter 9 examines the limits of CLIL, highlighting the challenges associated with implementing a dual-language teaching approach. The chapter discusses the double challenge faced by CLIL learners, as well as the challenges related to materials, language proficiency, and domain knowledge.

Schlüsselwörter (Keywords)

The core concepts of this work center around Content and Language Integrated Learning (CLIL), knowledge creation, knowledge representation, and knowledge communication. It explores the impact of CLIL on language learning, subject-related knowledge, and cognitive development. The study focuses on the implementation of CLIL in Austrian schools, analyzing the legal framework, linguistic situation, and the role of teachers. Important keywords include knowledge acquisition, bilingualism, communicative competence, didactics, and the European Union's role in promoting CLIL.

• College: University of Salzburg (Anglistik und Amerikanistik)
• Grade: 1,0
• Author: Lydia Sajda (Author)
• Publication Year: 2008
• Pages: 113
• Catalog Number: V92672
• ISBN (eBook): 9783640151233
• ISBN (Book): 9783640159406
• Language: English
• Tags: Content, CLIL