3. Cross-curricular pedagogy and Content and Language Integrated Learning (CLIL)
Cross-curricular programme and Content and Language Integrated Learning (CLIL) are meanings that usually go hand by hand in the innovative schools. Even if it is considered innovative, cross-curricular pedagogy was first practiced by Plato by combining diverse intelligences (music and movement, drama and literature, philosophy and politics…) and then developed by twentieth-experts such as Montessori. It consists of connecting skills, disciplines and curriculum in order to prepare pupils for real-life problems (context and culture). Gardner was one of the supporters of this idea of making connections between subjects and transferable learning. Students learn and
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This method uses content or knowledge about science, arts, etc. as a vehicle for developing communicative skills in their second language. This pedagogical method includes the development of social, cultural, academic, cognitive and linguistic skills, among others. Which means, a foreign language and, for example a historical fact are simultaneously taught. This approach needs a high degree of cooperation among teachers and assistants. Every CLIL lesson is formed by some activities that fulfill these four components: content, communication, cognition and culture. As it is previously mentioned, the main purpose of this paper concerns with the lastest component. Likewise CLIL, the process of learning a foreign language might be more effective provided that cultural understandings are set in context. Some remarkable features of this method are scaffolding, active learning, authenticity, multiple focus approach, safe and enriching learning environment, and cooperation. Those which are more noticeable in this paper are authenticity (where students’ lives and links with other speakers/learners are relevant), active learning (students are in charge of setting content, language and learning skills by peer cooperative work) and scaffolding (teachers take into consideration students’ basic knowledge and then, they support them with new
The goals and operational values of the cross-curricular approach are to help the student develop self-regulating (learning-how-to-learn and metacognition) and lifelong learning skills as well as effective democratic citizenship skills (Alahiotis & Stavlioti, 2006; Stavlioti, p. 61; Koustourakis, 2007 p.133; Vars, 2007, p.7). In order to cope with the modern realities, there is a need to move from the traditional organization of curriculum into discrete subjects/discipline areas offering fragmented knowledge, to a more linked and unified approach to knowledge in a holistic way (Alahiotis & Stavlioti, 2006; Marshall, 2005, p. 229). Conferring with psychology, the child should be treated as a whole entity so this should be reflected in the way children learn (stavlioti, p. 54; Stavlioti megalo, p. 4). Studies have shown that links between the different disciplines and connections with real-life situations enhance brain synapses, so in this way learning is promoted through multiple stimuli that these connections send to neurons (stavlioti megalo, p. 5-6). “According to Piaget (1963), learning occurs when new information is attached to prior knowledge and placed in existing conceptual compartments or schemata” (as cited in Marshall, 2005, p. 229).
...thods, as both approaches could be used in conjunctival. The mixture of thematic teaching and disciplinary teaching would enable the successful delivery of the core National curriculum subjects. Not only does theme- based units helps support the learning across many areas of the curriculum, but it enables children to find and make connections with subjects and between subjects. This idea of teaching suggests that skills, knowledge and experiences could be made transferable and the notion of continuity of learning within the school and children's wider life experiences outside school. Very often, the thematic approach tends to lie on children's interests which then in turn branches out like the ripples from the stone thrown in the water. Cross-curricular learning is a creative approach which allows the flexibility for both teachers and children to become creative.
In this assignment I will justify the place of the following subjects within the primary national curriculum: Geography, History, Physical Education, Religious Education, Drama and Music. The reason I have chosen these subjects is because I have had an experience of them within my teaching placements and within seminars at university. In addition to this, I will analyse the use of cross-curricular learning in primary education and I will aim to explore the benefits and challenges of the approach.
Teaching world languages is a very specific, extensive field, and it should be noted that the texts presented here are only a small sample of what is available. Though it has long been known that language, culture and identity are interwoven, and extensive research to this effect has been presented, there exists an enduring trend to teach language solely as language. The texts presented within this annotated bibliography make it obvious that, as language is the main conveyer of culture, opportunities are being missed to help students develop their cultural understanding, and thus, their own identities, through the acquisition of second, or subsequent, languages.
Teachers play a very important role in the children’s progress and success. It is very important for teachers to use strategies to meet students’ needs. Dual Language teachers can implement different strategies to help students understand concepts, skills and strategies. Some of these strategies can be used with all students and others are more specific and need to be used with small group or individuals. According to Chad (2008), instructional grouping plays a very important role in the progress of students. In order for students to fully benefit from their education, teachers need to have whole group, small group and individual lessons using the pertinent strategies. Students should also be able to select some of the activities that will
3)David Watkins (2000) Learning and Teaching: A cross-cultural perspective, School Leadership & Management: Formerly School Organization, 20:2,161-173
This author purposes to integrate intercultural communication competence into language learning classes. The research article goes over the importance of teaching culture in those type of classes since they complement each other, where understanding a culture will help students understand the language better and vice versa. A majority of the article goes over implementations of culture learning through the use of technology. He also proposes possible ways to test for intercultural learning. This paper gives a strong overview of the importance of teaching ICC and its relation to language.
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
Methods, syllabus and materials, and assessment –one purpose of which is to develop intercultural competence in learners of all ages in all types of education as a foundation for dialogue and living together. Intercultural competence can be developed in different ways through different types of education.
All methods in language teaching are a pre-designed set of description of how the teacher should teach the learner and how the learner should learn obtain from a specific theory of language and a theory of language learning. These theories are attain from the parts of linguistics, sociolinguistics, psycholinguistics and are the origin of theory and applying in language teaching. Language teaching methods is divided into many methodologies. For example: The Direct Method, Grammar-Translation Method, Audio-Lingual Method, Total Physical Response, Audio-Lingual Method, The structural Method etc. Each method has its own rules, history, and different from one another. For example: The direct method was the reply to the disapproving with the
With the products-practices-perspectives are dynamic aspects of Culture that I can embrace to renew outdated language workroom into more appealing, student-centered settings where my learners are enthusiastically involved in the cultural learning process. When I plan for cultural incorporation within lessons, I must be wise to design instruction with culture as a foundation for a learning unit which offers the most interconnection and consistency between culture and language, and it enhances instructional time. A student can determine or figure out the new culture using a wide selection of practical sources such as films, anecdotes, songs, newspapers, radio and ethnic regions virtual tours to engage in the social knowledge that can be obtained without ever going out of the educational setting. Despite the fact that it is no substitute for individual cultural involvements, the above point out approaches, procedures and tools should be employed to facilitate learners’ cultural knowledge, to improve discussion skills, to enhance the intellectual importance of the language and to effortlessly let my apprentices discuss how the culture is portrayed. Cultural experience can happen during one-on-one communication with intrinsic speakers and trips to the areas where the language is spoken. As a result of giving them as many tangible, realistic experiences as possible, they can expand their
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
Education which is based on, and begins teaching in, the language used by the child at home since birth. Student-centered, active basic education which starts in the mother tongue and gradually introduces one or more other languages in a structured manner, linked to children’s existing understanding in their first language or mother tongue. Teaching predominantly in the mother tongue for at least six years, alongside the development of other languages, is required for this approach to deliver high quality learning outcomes.
It is necessary to draw a distinction between foreign language and second language learning. According to (Wisniewski, 2007), a language lear...