CLIL教学法课堂课件.ppt

1、Language Awareness&Content and Language Integrated Learning1L a n g u a g e A w a r e n e s s&C o n t e n t aStructure of Presentations?Part I:Introduction&Early development?Part II:Major contributions?Part III:Work in progress?Part IV:Future directions?Part V:Discussion 2S t r u c t u r e o f P r e

2、 s e n t a t i o n s?P a rIntroduction&Early development3I n t r o d u c t i o n&E a r l y d e v e l o p me nLanguage Awareness(LA)?Range It covers a broad range of issues concerning learning,teaching and using language;?ConcernsIt involves achieving deeper understanding of how language is used to a

3、chieve specific goals;?EffectsIt may bring about positive or negative results.4L a n g u a g e A w a r e n e s s (L A)?R a n g eDevelopment of LA?During the 1980sThe LA movement originally focused on explicit knowledge of grammar and function;Much work was carried out in the UK in relation to social

4、 inequalities and low standards of literacy in L1;?Since the 1980sA 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;5D e v e l o p me n t o f L A?D u r i n g t h e Deve

5、lopment of LA?Association 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”.?As one aspect of LA movement,namely how people effectively learn languages,C

6、LIL emerged.6D e v e l o p me n t o f L A?A s s o c i a t i o nContent and Language Integrated Learning(CLIL)?CLIL is a generic term referring to the teaching of subjects in a different language from the mainstream language of instruction;?Dual-focused on both topic and language;?“the non-language s

7、ubject is not taught in a foreign language but with and through a foreign language”(Eurydice 2006,p.8).7C o n t e n t a n d L a n g u a g e I n t e g r a t eCLIL-Incredible Teaching Tip(video)8C L I L-I n c r e d i b l e T e a c h i n g T i p(vCLIL-Incredible Teaching Tip(video)9C L I L-I n c r e d

8、i b l e T e a c h i n g T i p(vWhy is CLIL outstanding?CLIL is inspired by“important methodological principlessuch as the need for learners to be exposed to a situation calling for genuine communication”(Eurydice 2006,p.9);?CLIL goes beyond aiming for development of types of lower-order thinking ski

9、lls towards higher-order skills.This differentiates CLIL from other types of content-oriented language learning approaches.10Wh y i s C L I L o u t s t a n d i n g?C L I L Why is CLIL outstanding?“CLIL enables languages to be taught on a relatively intensive basis without claiming an excessive share

10、 of school timetable”(Eurydice 2006,p.9);?CLIL can activate young learners“communication awareness”both in L1 and L2,and thus will motivate them to learn.11Wh y i s C L I L o u t s t a n d i n g?“C L I LMajor contributions12Ma j o r c o n t r i b u t i o n s 1 2Development of CLILCultural diversity;

11、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 approaches13D e v e l o p me n t o f C L I L C u l t u r a l d iMajor Contributions of

12、CLIL?CLIL movement resulted in moving beyond linguistic goals that are predominantly utilitarian,towards those that are pragmatic;?“the propagation of CLIL responds to the growing need for efficient linguistic skills,bearing in mind that the major concern is about educationand the multiple language

13、proficiency is the added valueat no cost to other skills and knowledge,if properly designed”(Fishman 1989,p.447).14Ma j o r C o n t r i b u t i o n s o f C L I L?C LMajor Contributions of CLIL?Outside of Europe,the major contributions originally came from the work on immersion in Canada,where more t

14、han 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.15Ma j o r C o n t r i b u t i

15、o n s o f C L I L?O uWORK IN PROGERSS16WO R K I N P R O G E R S S 1 6Five 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 acros

16、s Europe(Marsh,Maljers and Hartiala,2001)17F i v e d i me n s i o n s:1.T h e C u l t u r e ContixEntixLantixCultixLearntixage-range of learnerssocio-linguistic environmentdegree of exposure to CLILThe dimensions are heavily inter-related in CLIL practice.LantixCultixThe types of interests found wit

17、h language awareness;knowledge about language,sensitivity to aspects oflanguage learning,insight into language use in terms of critical thinking skills and interpersonal communication.18C o n t i x E n t i x L a n t i x C u l t i x L e a r n t iDistinguishing the dimensions allows us to identify the

18、 reasons why CLIL is implemented in diverse European contexts.The 2001 survey report was a first step towards describing CLIL typeswhich 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

19、 not denote specific types of CLIL.They concern the goals underpinning CLIL models.19D i s t i n g u i s h i n g t h e d i me n s i o n s 1.The culture dimensionA.building intercultural knowledge and understanding B.developing intercultural communication skill2.The environment dimensionA.preparing f

20、or internationalization.B.enhancing school profile3.The language dimensionA.improving overall target language competenceB.Deepening awareness of knowledge of language,and language use4.The content dimensionA.providing opportunities to study content through different perspectivesB.preparing for futur

21、e studies and/or working life5.The learning dimensionA.complementing individual learning strategiesB.increasing learner motivation(Marsh,Maljers and Haritiala,2001,p.16)201.T h e c u l t u r e d i me n s i o n A.b u iResearch interests tend to be on situational,operational and outcome parameters.The

22、se focus on the theoretical principles underpinning CLIL;the methodologies;the learning environment;and means by which to assess impact.21R e s e a r c h i n t e r e s t s t e n d t o b e Theoretical basis for CLIL in Coyle(2005,p.6)How this approach can?Raise learner linguistic competence and confi

23、dence?Raise teacher and learner expectations?Develop risk-taking and problem-solving skills and grammatical awareness?Motivate and encourage student independence?Take students beyond“reductive”foreign language topics?Improve L1 literacy?Encourage linguistic spontaneity(talk)if students are enabled t

24、o learn through the language rather than in the language?Develop study skills,concentration-learning how to learn through the foreign language is fundamental to CLIL?Generate positive attitudes and address gender issues in motivation22T h e o r e t i c a l b a s i s f o r C L I L i nCoyle(1999)intro

25、duced 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.23C o y l e(1 9 9 9)i n t r o d

26、u c e d a f r a mePrinciples for the 4Cs Framework?Content matter is about the learner constructing their own knowledge and developing skills;?Content is related to learning and thinking(cognition);?Thinking processes(cognition)need to be analysed for their linguistic demands;?Language needs to be l

27、earned which is related to the learning context;?Interaction in the learning context is fundamental to learning;?The relationship between cultures and languages is complex.24P r i n c i p l e s f o r t h e 4 C s F r a me w oCoyle(2005,p.8)emphasizes that the operating principles and outcomes of CLIL

28、 will not be found in the traditional spheres of either language or subject teachers.25C o y l e(2 0 0 5,p.8)e mp h a s i z e s t hWork on CLIL now increasingly focuses on how the methodology achieves outcomes that fall within the domain of language awareness.CLIL?Drawing on the 4C input of methodol

29、ogies,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 both26Wo r k o n C L I L n o w i n c r e

30、 a s i n g l y More issues?The diversity involved in CLIL makes it difficult to generalize research findings.?There will be an inevitable time lag between description and evidence of outcome.?CLIL transcends traditional boundaries in education.?There is often a problem with drawing conclusions on im

31、pact in relation to aspects of language awareness.27Mo r e i s s u e s?T h e d i v e r s i t y i n vFUTURE DIRECTIONS28F U T U R E D I R E C T I O N S 2 8New global linguistic order:respect to the spread of English as medium of instruction?Europe:CLIL has emerged in response to the need to raise lev

32、els of plurilingualism.?Globally:a rapid adoption of English as a medium of instruction in environments where it may be considered a second or foreign language.29N e w g l o b a l l i n g u i s t i c o r d e r:rCLIL requires:use of dual-focussed language-sensitivemethodologies alongside change of me

33、dium 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.30C L I L r e q u i r e s :u s e o f d u a l-f oThe essence of CLIL is an innovative educational approach and transcends traditional appr

34、oaches to both subject and language teaching.31T h e e s s e n c e o f C L I L i s a n i n n oCLIL incorporated into the curriculum?Language:central position?Teachers:be responsible for a language development?Students:learn how language is used to achieve goals.?The design and implementation of teac

35、her education is to be a key issue requiring research-based expertise.32C L I L i n c o r p o r a t e d i n t o t h e c u rThe language focus within CLIL is invariably on facets of language awareness This may involve learners having greater understanding of?Types of language needed to learn content?

36、Types of thinking skills required for achieving different learning outcomes?Types of preferred learning styles and strategies that individuals possess33T h e l a n g u a g e f o c u s w i t h i n C L I LFocal awareness on how we use language to achieve goals through integrated education is now a key

37、 interdisciplinary research issue.Greater emphasis:examining how CLIL methodologies can enable successful outcomes to be achieved.34F o c a l a w a r e n e s s o n h o w w e u s e Discussion?To what extend can CLIL be implemented in your own teaching context?Discuss strength and weakness of CLIL based on your own teaching context.35D i s c u s s i o n?T o w h a t e x t e n d c a n