Content and Language Integrated Learning (CLIL): A Methodology of Bilingual Teaching. Bernd Klewitz

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       6.6 The Bilingual Triangle and the Third Space

       6.7 Task Design Wheel and Task-verbs

       6.8 Primacy of Content

       6.9 Scaffolding as a Dual Teaching Strategy

       Chapter 7 Literary CLIL

       Vignette “Intertextuality”

       7.1 Literature as Part of the Bilingual Curriculum

       7.2 Literature in the CEF

       7.3 Selection Criteria

       7.4 Narratives of Literary CLIL

       7.5 Literary CLIL as a Theory of Practice

       7.6 Study Design for Literary Analysis and Criticism

       7.7 Literary Studies in Contexts, Genres and Target Countries

       7.8 Intertextuality

       Chapter 8 CLIL Tools and Skills

       Vignette “Worksheet Compass”

       8.1 Scaffolding as a Tool in CLIL

       8.2 Task-based Language Teaching (TBLT)

       8.3 English Unlimited (blended content-language learning)

       8.4 The Visual Turn

       8.5 Learnscapes

       Chapter 9 CLIL Modules

       Vignette “Teaching Units”

       9.1 Measuring Your Media (A2)

       9.2 Refugees (A2)

       9.3 Analysing Political Cartoons (B1)

       9.4 Jacobites and Enlightenment (B1)

       9.5 Caledonia—Creating a Podcast (B2)

       9.6 War and Peace—Calvin and Hobbes (B2)

       9.7 Herringbone Technique (B2+)

       9.8 Absolutism (B2+)

       9.9 Reciprocal Teaching (C1)

       9.10 International Relations—Libya (C1)

       Chapter 10 CLIL Challenges and Desiderata

       Vignette “Venn Diagram”

       10.1 CLIL as a Catalyst for Change

       10.2 The Innovative Potential

       10.3 Competence and Content—a CLIL Example

       10.4 Future Directions

       Glossary of Teaching Strategies and Learning Skills

       Content and Language Integrated Learning (CLIL): A Methodology of Bilingual Teaching

Introduction

      Have you ever wondered why bilingual education has become increasingly popular with young families and even influences their choice for later and better schooling? And why the expectations of effective and successful language learning are connected with interest in language programs that allow for more focus on authentic topics and intriguing themes rather than on grammar and vocabulary training? The story of acquiring foreign languages at the same time as studying relevant and real-life events and issues sounds, at least at first sight, like trying to square the circle.

      But the story of bilingualism is neither new nor spectacular. It has been around since times immemorable and even the Romans had to learn Greek to usurp their neighbor’s culture and rule the Aegean region. Yet acquiring modern languages nowadays is not a question of dominating another culture or ruling other people, but rather learning about their perspectives and ideas in an inter/transcultural way and meeting in a Third Space—to be discovered later in this narrative. So how can we make sure that students will be able to access the necessary information in a language other than their own? How do we support learners to achieve the aims and objectives set to them and help them move forward in their Zone of Proximal Development, which will be outlined further below? And how will they be empowered to develop their own linguistic and critical thinking skills without reneging on the challenges involved? The solution to this puzzle comes from balancing the two bilingual goals in a Content and Language Integrated Learning process. The acronym CLIL СКАЧАТЬ