clil

Secondary students are eager to/motivated to use new technologies for communicating across languages and sometimes borders. This resource can be exploited by using class time to use the new technologies in a way which actively supports not only their communication in the CLIL language but also their skills in using this media to engage in authentic communication in the CLIL language. This offers the teacher a vast amount of new resources with can be used both in and outside the classroom. Real communication can be created by using online tools to communicate with native speakers of the target language.

‘’much of the drive for introducing CLIL with this age group relates to parental and school-based attitudes toward globalization, and this is where English, in particular, has a dominant position as a CLIL language in many countries.’’ (Coyle, 20)

3.3 5 models for secondary education.

Coyle describes 5 models for CLIL classrooms in secondary education. These are all good examples of CLIL but are all used differently. Different teachers use different models.

B1 dual-school education.

- Learners work with input from both language and content teachers, engage in collaborative problem-solving tasks using new media, and work predominantly in the CLIL language.

- Sometimes linked to forms of international certification, which provides added value in terms of learner access to formalized assessment systems.(Coyle, 21)

B2 Bilingual education.

- Learners participate in ‘’international streams’’ and develop advanced CLIL language skills for these specific subjects. This is complemented by language learning which focuses on interpersonal skills and cognitive language proficiency.

- Often linked to international certification, and internat...

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...L if most suitable.

In my case: As an English teacher I would like to combine the language and parts of American history to bring both the language and the content alive. I believe it is important for the pupils to understand which events from American history have led to contemporary values, beliefs or events.

Stage 3: planning a unit.

When creating a planning map for CLIL it is important to use the 4Cs framework.

C1. Content. Progression in new knowledge, skills and understanding. (Coyle, 2005)

C2. Communication. Interaction, progression in language using and learning. (Coyle,2005)

C3. Cognition. Engagement in higher order thinking and understanding, problem solving, and accepting challenges and reflecting on them. (Coyle, 2005)

C4. Culture. ‘Self’ and ‘other’ awareness, identity, citizenship, and progression towards pluricultural understanding. (Coyle, 2005)