INTERNAZIONALIZZAZIONE DELLA DIDATTICA. CLIL in Higher Education. November 10 th , 2010. Definizione del termine Quadro storico Implicazioni metodologiche. Aspetti scientifico-metodologici dell’apprendimento in ambiente CLIL. CLIL Methodology (Content and Language Integrated Learning).
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INTERNAZIONALIZZAZIONE DELLA DIDATTICA CLIL in Higher Education November 10th, 2010
Definizione del termine Quadro storico Implicazioni metodologiche Aspetti scientifico-metodologici dell’apprendimento in ambiente CLIL
CLIL Methodology (Content and Language Integrated Learning) Umbrella term which includes a wide range of initiatives of teaching content subjects through a foreign language either individually or as part of a full bilingual section
European dimension Pressure for promoting multilingualism Italian dimension Progetto lingue 2000 Riforma Moratti Riforma Gelmini
CLIL Conference – Tallin, Oct. 2008 CLIL Conference – Urbino, Feb. 2009 CLIL Conference – Eichstätt, Oct. 2010 CLIL in University Instruction
Campus Steyr: Why CLIL? START content taught in English
Use of target L. as a MEDIUM of instruction Core objectives: Advanced levels of functional proficiency in written and oral aspects of TL Full levels of competence in MT Full levels of achievement in all aspects of the standard curriculum CLIL: FUNDAMENTAL PRINCIPLES
Use of TL as a medium for regular academic instruction Language acquisition is more successful when the L. is used for meaningful communication (= first language acquisition) Academic subjects provide the meaningful context The TL is also taught via direct instruction Students are encouraged to use the TL
Some crucial questions • CAN STS. LEARN SEVERAL Ls. VIA INSTRUCTION? • CAN CLIL PROGRAMMES FIT IN WITH THE PRESENT EDUCATION SYSTEMS? • DO THE PROGRAMME OUTCOMES JUSTIFY THE EFFORT?
Contextual support: diagrams, visual aids, mind maps, organizers, formulas … Content = learners’ prior knowledge + new information Language = pre-, while-, post-reading activities (about key vocabulary items, key ideas, text structure) Adapting materials
to promote comprehension and acquisition i + 1 = input + one stage beyond Interaction: negotiation of meaning Modification of input Intake Output Improved negotiation strategies Comprehensible input
From the target language: ENGLISH to the mother tongue: ITALIAN limited to informal writing to highlight difficulties in a systematic way Code-switching
“Meaning comes before form” Inductive approach Vocabulary building Language awareness in CLIL
Inferring the meaning of words 2. Working with dictionaries 3. Working with mental vocabularies 4. Integrating vocabulary Vocabulary building
Recommendations for instructors Université Libre de Bruxelles Vrije Universiteit Brussel “A DISCUSSION BRIEF OF CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) AT THE FACULTY OF APPLIED SCIENCES”
1. Adaptation period Rate of speech Introduction of new vocabulary Overview at the beginning of each lesson 2. Materials and visual aids Key words Reference books in L2 Glossaries
Speed of speech... Pronunciation not an issue L2 use in lectures, practicals and laboratory work - Paraphrasing and reformulating Interactive approach, even in lectures
Group work Assessment: L1 or L2? Student feedback Collaboration between language teachers and content teachers
Servizio di consulenza: metodologica linguistica CENTRO DI CONSULENZA DIDATTICA CLIL
Adaptation period Code-switching Note-taking in L2 Use of L2 in class and labs Language resources Exam preparation and presentation in L2 Recommendations for students