Language integrated system

Abstract In this article, the authors considered the issues of assessment in the content and language integrated learning.

benefits of clil

In the following I will try to discuss some of my own assumptions which are embedded in Second Language Acquisition Research but more in Constructivist Learning Theory and pedagogy.

Constructivism and content and language integrated learning 32Constructivism as a theory of knowledge and of knowledge development is important in our context because it provides an explanation both for human comprehension and for human learning, which are key issues with respect to the questions posed to content and language learning in a CLIL context.

content and language integrated learning ppt

Hartiala eds. The European Commission has therefore decided to promote the training of teachers to " Although the interactionist position comes forward with a number of proposals which can be of interest as part of an overall CLIL learning theory — I am thinking here especially of the concepts of input, comprehension and interaction — I believe that it cannot explain the content and language learning process as such.

Cognitive psychology as one branch of constructivism regards comprehension as a cognitive process in which knowledge available in the human mind interacts with the outer stimuli perceived by the comprehender.

Content and language integrated learning in bilingual and multilingual education

Constructivists also try to integrate human emotion into their concept of construction. Some important concepts of constructivism 33It is understandable that I cannot deal with constructivism in any detail here: I will just pick out some issues which are related to the key features of CLIL and thus important for my arguments. This general theory of comprehension is true for all epistemological processes, it must be extended, however, with respect to language comprehension. In the following I will try to discuss some of my own assumptions which are embedded in Second Language Acquisition Research but more in Constructivist Learning Theory and pedagogy. With the expansion of the European Union, diversity of language and the need for communication are seen as central issues. Language Learning 44, The potential of CLIL in the classroom 46In a traditional learning environment the learning context is dominated by decisions made outside the classroom: by the administration or by the school. Although the interactionist position comes forward with a number of proposals which can be of interest as part of an overall CLIL learning theory — I am thinking here especially of the concepts of input, comprehension and interaction — I believe that it cannot explain the content and language learning process as such. The content the CLIL classroom provides for the learner is more significant than the content of the traditional classroom, it is more motivating and more involving, and they process it more attentively.

It is clear that an environment which is suited for social interaction will better promote learning and language learning processes. A professional qualification starts with a third or fourth language, and CLIL shows a way in this direction.

So actually what promotes acquisition is interactional modification.

Language integration meaning

English is not a foreign language any more, it has become a key qualification for everyone. But they are also highly important in the content subject classroom. Bakhtin social constructivists claim that participants in an interaction jointly construct meaning during the interactional process. It can be very successful in enhancing the learning of languages and other subjects, and helping children develop a positive attitude towards themselves as language learners. Interaction involves negotiation of meaning and this entails modification of input which in turn makes input comprehensible. The potential of CLIL in the classroom 46In a traditional learning environment the learning context is dominated by decisions made outside the classroom: by the administration or by the school. The integration of content subjects makes an enormous change here. The key to an understanding of language learning within a CLIL setting seems to me to lie in the kind of input, in the nature of the comprehension process and in the way interaction takes place. Learners learn language and content in the CLIL classroom more successfully because they are more involved in content. It is clear that an environment which is suited for social interaction will better promote learning and language learning processes.

Both aspects are important for my own argumentation in the next part of my paper. Schools of cognitive psychology differ according to the importance they ascribe to the incoming stimuli and to the available knowledge in the construction process.

In an innovative classroom, which is regarded as a research laboratory, occasions for group work are much more numerous.

content and language integrated learning lesson plan

Thus, content and language learning become more intensive and more successful than in ordinary classrooms. Some important concepts of constructivism 33It is understandable that I cannot deal with constructivism in any detail here: I will just pick out some issues which are related to the key features of CLIL and thus important for my arguments.

Content and language integrated learning slideshare

But they are also highly important in the content subject classroom. I suggest that learning strategies have a very high potential with respect to the promotion of learning and language learning. The perceptual stimuli which enter the processing space in a sensory mode sound waves, letters have to be transformed into something cognitive. This is natural language development which builds on other forms of learning CLIL is long-term learning. But they do not take into account the psychological concept of comprehension in their attempts to explain language learning. Why is CLIL important? It is not the input as such which is important for successful processing, however, but rather the significance it has for the comprehender. The language to be looked at in a passage like this falls into three categories - subject specific, academic and other lexis including fixed expressions and collocations: Subject specific. Although language work is not in the centre of classroom activities learners nevertheless develop a foreign language competence, however, which goes far beyond that of ordinary foreign language learners both at secondary and tertiary level. Marsch, D.
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Content and Language Integrated Learning