CLIL教学法ppt课件.ppt

Language Awareness & Content and Language Integrated Learning1Structure of PresentationsnPart I: Introduction & Early developmentnPart II: Major contributions nPart III: Work in progressnPart IV: Future directionsnPart V: Discussion 2Introduction& Early development3Language Awareness (LA) nRange It covers a broad range of issues concerning learning, teaching and using language;nConcerns It involves achieving deeper understanding of how language is used to achieve specific goals;nEffects It may bring about positive or negative results. 4Development of LA nDuring the 1980s The LA movement originally focused on explicit knowledge of grammar and function; Much work was carried out in the UK in relation to social inequalities and low standards of literacy in L1;nSince the 1980s A driving force has been on the learning of a second language, and critical language awareness; Focus was on the learners to understand the process of learning and the use of language;5Development of LA nAssociation of Language Awareness (2006) described the area as focusing on “explicit knowledge about the language, and conscious perception and sensitivity in language learning, language teaching and language use”.nAs one aspect of LA movement, namely how people effectively learn languages, CLIL emerged. 6Content and Language Integrated Learning (CLIL)nCLIL is a generic term referring to the teaching of subjects in a different language from the mainstream language of instruction;nDual-focused on both topic and language;n“the non-language subject is not taught in a foreign language but with and through a foreign language” (Eurydice 2006, p. 8).7CLIL-Incredible Teaching Tip (video)8CLIL-Incredible Teaching Tip (video)9Why is CLIL outstanding?nCLIL is inspired by “important methodological principles…such as the need for learners to be exposed to a situation calling for genuine communication” (Eurydice 2006, p. 9) ;nCLIL goes beyond aiming for development of types of lower-order thinking skills towards higher-order skills.This differentiates CLIL from other types of content-oriented language learning approaches. 10Why is CLIL outstanding?n“CLIL enables languages to be taught on a relatively intensive basis without claiming an excessive share of school timetable” (Eurydice 2006, p. 9) ;nCLIL can activate young learners’ “communication awareness” both in L1 and L2, and thus will motivate them to learn.11Major contributions12Development of CLILCultural diversity; new technology; new or adapted forms of communication; Globalization and the “knowledge society”Reconsidering maximizing literacy levels in L1 and L2, in specific language domainsDevelopment of integrated educational approaches13Major Contributions of CLILnCLIL movement resulted in moving beyond linguistic goals that are predominantly utilitarian, towards those that are pragmatic;n“the propagation of CLIL responds to the growing need for efficient linguistic skills, bearing in mind that the major concern is about education…and the multiple language proficiency is the added value…at no cost to other skills and knowledge, if properly designed” (Fishman 1989, p. 447). 14Major Contributions of CLILnOutside of Europe, the major contributions originally came from the work on immersion in Canada, where more than 1000 key studies have been published. However, those CLIL models which gave particular interest to how content is negotiated and learnt, and how thinking skills are applied, meant that predominant interest in language became diminished. This is divergent from immersion.15WORK IN PROGERSS16Five dimensions:1.The Culture Dimension-Cultix2.The Environment Dimension- Entix3.The Language Dimension-Lantix4.The Content Dimension-Contix5.The Learning Dimension-Learntix A pan-European survey: why CLIL was being introduced across Europe (Marsh, Maljers and Hartiala, 2001)17ContixEntixLantixCultixLearntixage-range of learnerssocio-linguistic environmentdegree of exposure to CLILThe dimensions are heavily inter-related in CLIL practice.LantixCultixThe types of interests found with language awareness; knowledge about language, sensitivity to aspects of language learning, insight into language use in terms of critical thinking skills and interpersonal communication.18Distinguishing the dimensions allows us to identify the reasons why CLIL is implemented in diverse European contexts.The 2001 survey report was a first step towards describing CLIL types which follows the work on situational and operational variables in bilingual education reported by Mackay(1970) and Spolsky, Green and Read(1974)The dimensions reported do not denote specific types of CLIL. They concern the goals underpinning CLIL models.191. The culture dimensionA. building intercultural knowledge and understanding B. developing intercultural communication skill…2. The environment dimensionA. preparing for internationalization.B. enhancing school profile…3. The language dimensionA. improving overall target language competenceB. Deepening awareness of knowledge of language, and language use…4.The content dimensionA. providing opportunities to study content through different perspectivesB. preparing for future studies and/or working life…5. The learning dimensionA. complementing individual learning strategiesB. increasing learner motivation…(Marsh, Maljers and Haritiala, 2001, p.16)20Research interests tend to be on situational, operational and outcome parameters. These focus on the theoretical principles underpinning CLIL; the methodologies; the learning environment; and means by which to assess impact.21Theoretical basis for CLIL in Coyle(2005, p.6) How this approach cannRaise learner linguistic competence and confidencenRaise teacher and learner expectationsnDevelop risk-taking and problem-solving skills and grammatical awarenessnMotivate and encourage student independencenTake students beyond “reductive” foreign language topicsnImprove L1 literacynEncourage linguistic spontaneity (talk) if students are enabled to learn through the language rather than in the languagenDevelop study skills, concentration-learning how to learn through the foreign language is fundamental to CLILnGenerate positive attitudes and address gender issues in motivation22Coyle(1999) introduced a framework to describe the inter-relationship between language and subject teaching common to successful forms of CLILCoyle(2005 ), the 4Cs Framework—a framework which incorporates attention being giving to cultural, communicative, content and cognitive attributes.23Principles for the 4Cs Framework nContent matter is about the learner constructing their own knowledge and developing skills;nContent is related to learning and thinking(cognition);nThinking processes (cognition)need to be analysed for their linguistic demands;nLanguage needs to be learned which is related to the learning context;nInteraction in the learning context is fundamental to learning;nThe relationship between cultures and languages is complex.24Coyle(2005, p.8) emphasizes that the operating principles and outcomes of CLIL will not be found in the traditional spheres of either language or subject teachers.25Work on CLIL now increasingly focuses on how the methodology achieves outcomes that fall within the domain of language awareness. CLILnDrawing on the 4C input of methodologies, CLIL provides a procedural platform by which the students can undergo the conceptual shift, both experientially and intellectually.Academic disciplinesLanguage sciencesCLIL is viewed as being neither ‘language learning’ nor ‘subject learning’, but a fusion of both26More issues…nThe diversity involved in CLIL makes it difficult to generalize research findings.nThere will be an inevitable time lag between description and evidence of outcome.nCLIL transcends traditional boundaries in education.nThere is often a problem with drawing conclusions on impact in relation to aspects of language awareness.27FUTURE DIRECTIONS28New global linguistic order: respect to the spread of English as medium of instructionnEurope: CLIL has emerged in response to the need to raise levels of plurilingualism.nGlobally: a rapid adoption of English as a medium of instruction in environments where it may be considered a second or foreign language.29CLIL requires : use of dual-focussed language-sensitive methodologies alongside change of medium of instruction from one language to another. A rapid adoption of English as medium of learning, but much without adaptation of teaching and learning approaches.30The essence of CLIL is an innovative educational approach and transcends traditional approaches to both subject and language teaching.31CLIL incorporated into the curriculum nLanguage: central positionnTeachers: be responsible for a language developmentnStudents: learn how language is used to achieve goals.nThe design and implementation of teacher education is to be a key issue requiring research-based expertise.32The language focus within CLIL is invariably on facets of language awareness This may involve learners having greater understanding of nTypes of language needed to learn contentnTypes of thinking skills required for achieving different learning outcomesnTypes of preferred learning styles and strategies that individuals possess33Focal awareness on how we use language to achieve goals through integrated education is now a key interdisciplinary research issue. Greater emphasis: examining how CLIL methodologies can enable successful outcomes to be achieved.34Discussion nTo what extend can CLIL be implemented in your own teaching context?nDiscuss strength and weakness of CLIL based on your own teaching context.35。