Using language(s) to develop subject competences in CLIL-based practice
DOI:
https://doi.org/10.58265/pulso.5073Keywords:
Concepts, Procedure, Salient, Discourse, DimensionsAbstract
This article documents and analyses the shift in emphasis that has taken place in CLIL and other forms of multilingual educational practice, where priorities seem to be placing a welcome importance on the use of language as a transversal element in the development of the range of subject competences that constitute the school curriculum. CLIL has also changed from being a methodology to help teachers support learner development in the particular discourse field of an academic subject to a more inclusive paradigm which has attracted the attention of languageteaching practitioners. The elusive notion of what constitutes ‘content’ is therefore more important to clear up than ever, since both subject and language teachers are concerned with its shape and its characteristics, and of understanding its distinct types. This article offers the idea of content as three-dimensional, of which language is a crucial component, arriving at the inevitable conclusion that language is the only true transversal element which unites the diversity of subject competences, just as long as its use remains subservient to procedural (competence-based) aims. This is the new single focus of CLIL
Downloads
References
Ball, P. Clegg, J. and Kelly, K. (2015). Putting CLIL into Practice. Oxford: Oxford University Press.
Ball, P. et al (2014). Health U. Ikaselkar Publishers.
Ball, P. Lindsay, D. (2012). Language demands and support for English-medium instruction in tertiary education. Reflections on the Basque experience. In ENGLISH-MEDIUM INSTRUCTION AT UNIVERSITIES, Global Challenges. Multilingual Matters.
Bloom, B.S. (Ed.) Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
Blum, A. (2014). 6 Key Competencies for Effective Managers. Retrieved from: https://trainingmag.com/6-key-competencies-effective-managers
Brinton, D. Snow, M. and Wesche, M. (1989). Content-based Second Language Instruction. University of Michigan Press
Bullock, A. (1975). The Bullock Report: A language for life. London: DES.
Business Dictionary: www.businessdictionary.com
Coyle, D (1999). Theory and planning for effective classrooms: supporting students in content and language integrated learning contexts. In Masih, J (Ed): Learning Through a Foreign Language. London: CILT.
Coyle, D, Hood, P. Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.
Clegg, J. (2002). Language across the Curriculum. The British example. The National Literacy Strategy. San Sebastián: Jardunaldi Pedagogikoak.
Cummins, J. (1979). Cognitive/Academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121-129.
Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam: John Benjamins Publishing Company.
Ekigunea: http://www.ekigunea.eus/eu/edukia/dbh2/english/eng-2-2/U/7?lang=en
Elorza, I. (2011). Elebitasunetik Eleanitzasunera (Bilingualism to Plurlingualism). University of the Basque Country, Publications.
European Parliament. Key Lifelong Competences (2006). Retrieved from: http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:c11090
Graddol, D. (2006). English Next. British Council Publications.
Gibbons, P. (2009). English learners, academic literacy and thinking. Portsmouth NH: Heinemann.
Kelly K. (2009). The Language Dimension of CLIL, Macmillan, UK. Retrieved from: (www.onestopenglish.com/section.asp?docid=501228 )
Lee, C. (2006). Language for learning Mathematics: Assessment for learning in practice. Maidenhead, UK and New York: Open University Press.
Marsh, D. (2002). Content and Language Integrated Learning: The European Dimension - Actions, Trends and Foresight Potential. Retrieved from: http://europa.eu.int/comm/education/languages/index.html
Met, M. (1989). Language learning through content: Learning content through language. In Müller, K. (Ed.), Languages in elementary schools (pp. 43-64). New York: American Forum.
Meyer, O. Coyle, C. Halbach, A. Schuck, K. Ting, T. (2014). A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making. Language, Culture and Curriculum, 28: 1, 41-57
Roegiers, X. (2000). Une pédagogie de l’intégration. Brussels: De Boeck.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds). Input in second language acquisition (pp. 235-252). Rowley, MA: Newbury House.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Pulso. Revista de educación
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
This journal offers immediate open access to its content based on the idea that offering readers free access to research favours a global exchange of knowledge.
Papers are published in the electronic version of the journal under a Creative Commons License: Attribution-NonCommercial-No derivatives 4.0 International
Authors are allowed and encouraged to promote the post-print version (reviewed and accepted for publication version) of their work online before publishing them. This favours their earlier circulation and dissemination and thus a possible increase in their citation and reach among the academic community.
