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).
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
8 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
10 CONCLUSION
Objectives and Topics
This thesis explores the implementation and impact of Content and Language Integrated Learning (CLIL) in Austrian schools, specifically focusing on the integration of domain knowledge and linguistic competence. The primary research goal is to define the context of CLIL, analyze its benefits and limitations, and evaluate practical teaching approaches through expert interviews.
- Theoretical foundations of knowledge creation, representation, and communication.
- Analysis of CLIL objectives within the Austrian national curriculum.
- Practical didactic strategies for biology and other subjects in a CLIL environment.
- Comparison of different school types and their respective CLIL implementations.
- Synthesis of teacher perspectives on challenges like material preparation and language usage.
Excerpt from the Book
3.1.3.1 Model of Knowledge Creation
When teachers try to communicate knowledge , they have to consider a number of factors. Since knowledge is a subjective phenomenon, it is not only “a part of the reality, but it is a reality viewed from a certain angle”. The same reality can be viewed differently. In knowledge creation, “one cannot be free from one’s own social, cultural, and historical background.” Such contexts are the basis for the interpretation of information to create meanings. Knowledge is created through the interaction between tacit and explicit knowledge. (Nonaka and Toyama, 2003:7). Nonaka and Toyama (2003:7) describe the process of knowledge creation in form of a model which consists of the following three basic steps.
Summary of Chapters
1 INTRODUCTION: Outlines the European context for linguistic diversity and the emergence of CLIL as a promising educational approach to bridge domain and language learning.
2 KNOWLEDGE: Examines the internal and external characteristics of knowledge, defining its fundamental units and distinguishing between implicit, explicit, and procedural knowledge types.
3 CREATION OF NEW KNOWLEDGE: Discusses the mechanisms of learning and teaching, including cognitive and constructivist models, and evaluates various teaching methods like lectures and group work.
4 REPRESENTATION OF KNOWLEDGE: Explores how knowledge is coded and represented, analyzing the interaction between internal cognitive constructs and external symbols.
5 COMMUNICATION OF KNOWLEDGE: Addresses the dynamic process of exchanging insights and the essential prerequisites for successful knowledge transmission between partners.
6 CONTENT AND LANGUAGE INTEGRATED LEARNING: Provides a comprehensive overview of CLIL in the Austrian school system, its legal basis, objectives, and specific didactic requirements for subject teachers.
7 COMMENTS ON THE THEORY: Critically reviews existing literature and terminology usage regarding CLIL, highlighting the need for clearer definitions in future research.
8 INTERVIEWS: Presents empirical data gathered from three educators to analyze practical applications, challenges, and individual experiences with CLIL in various settings.
9 SUMMARY: Synthesizes the core findings of the thesis, reiterating the importance of balancing linguistic and content-based goals in the classroom.
10 CONCLUSION: Offers final insights into the future development of CLIL didactics and the necessary support systems for teachers.
Keywords
CLIL, Content and Language Integrated Learning, Knowledge Creation, Domain Knowledge, Linguistic Competence, Didactics, Biology Instruction, Second Language Acquisition, Implicit Learning, Explicit Learning, Classroom Communication, Educational Methodology, Austria, Bilingual Education, Knowledge Representation.
Frequently Asked Questions
What is the core focus of this thesis?
The work primarily examines Content and Language Integrated Learning (CLIL) in Austria, exploring how schools can effectively integrate language learning with domain-specific subjects like biology.
What are the central thematic fields?
The study covers knowledge management (creation, representation, communication) and applies these theories to educational didactics and bilingual instructional methods.
What is the primary research goal?
The goal is to provide a clear understanding of CLIL, analyze its practical benefits and challenges through expert interviews, and suggest improvements for teacher training and material development.
Which scientific methods were used?
The author employs a qualitative research approach, combining a deep literature review on knowledge theory with three structured interviews of CLIL teachers and teacher trainers.
What topics are discussed in the main part?
The main sections cover internal characteristics of knowledge, strategies for learning and teaching, the representation of knowledge, and the specific didactics required for successful CLIL practice.
Which keywords best characterize the work?
Key terms include CLIL, Domain Knowledge, Linguistic Competence, Knowledge Creation, Bilingual Education, and Educational Methodology.
How does the author define the role of the mother tongue in CLIL?
The author identifies the mother tongue as a crucial supportive tool, especially in the early stages, while advocating for a gradual shift towards the target language as the primary medium of instruction.
What are the identified limits of practicing CLIL in schools?
The study highlights significant challenges including material shortages, the "double challenge" for pupils (learning content and language simultaneously), and the heavy extra workload required of teachers.
- Quote paper
- Lydia Sajda (Author), 2008, CLIL. Content and language integrated learning, Munich, GRIN Verlag, https://www.grin.com/document/92672
