CLIL教學(xué)法（課堂PPT）

1、1Language Awareness & Content and Language Integrated Learning2nPart I: Introduction & Early developmentnPart II: Major contributions nPart III: Work in progressnPart IV: Future directionsnPart V: Discussion 3Introduction& Early development4Language Awareness (LA) nRange It covers a broa

2、d range of issues concerning learning, teaching and using language;nConcerns It involves achieving deeper understanding of how language is used to achieve specific goals;nEffects It may bring about positive or negative results. 5Development of LA nDuring the 1980s The LA movement originally focused

3、on explicit knowledge of grammar and function; Much work was carried out in the UK in relation to social inequalities and low standards of literacy in L1;nSince the 1980s A driving force has been on the learning of a second language, and critical language awareness; Focus was on the learners to unde

4、rstand the process of learning and the use of language;6Development of LA nAssociation 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”.nAs one asp

5、ect of LA movement, namely how people effectively learn languages, CLIL emerged. 7Content and Language Integrated Learning (CLIL)nCLIL is a generic term referring to the teaching of subjects in a different language from the mainstream language of instruction;nDual-focused on both topic and language;

6、n“the non-language subject is not taught in a foreign language but with and through a foreign language” (Eurydice 2006, p. 8).8CLIL-Incredible Teaching Tip (video)9CLIL-Incredible Teaching Tip (video)10Why is CLIL outstanding?nCLIL is inspired by “important methodological principlessuch as the need

7、for learners to be exposed to a situation calling for genuine communication” (Eurydice 2006, p. 9) ;nCLIL goes beyond aiming for development of types of lower-order thinking skills towards higher-order skills.This differentiates CLIL from other types of content-oriented language learning approaches.

8、 11Why is CLIL outstanding?n“CLIL enables languages to be taught on a relatively intensive basis without claiming an excessive share of school timetable” (Eurydice 2006, p. 9) ;nCLIL can activate young learners “communication awareness” both in L1 and L2, and thus will motivate them to learn.12Major

9、 contributions13Development of CLILCultural diversity; 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 approaches14Major Contributi

10、ons of CLILnCLIL movement resulted in moving beyond linguistic goals that are predominantly utilitarian, towards those that are pragmatic;n“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

11、language proficiency is the added valueat no cost to other skills and knowledge, if properly designed” (Fishman 1989, p. 447). 15Major Contributions of CLILnOutside of Europe, the major contributions originally came from the work on immersion in Canada, where more than 1000 key studies have been pub

12、lished. 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.16WORK IN PROGERSS17Five dimensions:nThe Culture Dimension-C

13、ultixnThe Environment Dimension- EntixnThe Language Dimension-LantixnThe Content Dimension-Contix1.The Learning Dimension-Learntix A pan-European survey: why CLIL was being introduced across Europe (Marsh, Maljers and Hartiala, 2001)18ContixEntixLantixCultixLearntixage-range of learnerssocio-linguis

14、tic environmentdegree of exposure to CLILThe dimensions are heavily inter-related in CLIL practice.LantixCultixThe types of interests found with language awareness; knowledge about language, sensitivity to aspects of language learning, insight into language use in terms of critical thinking skills a

15、nd interpersonal communication.19Distinguishing the dimensions allows us to identify the reasons why CLIL is implemented in diverse European contexts.The 2001 survey report was a first step towards describing CLIL types which follows the work on situational and operational variables in bilingual edu

16、cation reported by Mackay(1970) and Spolsky, Green and Read(1974)The dimensions reported do not denote specific types of CLIL. They concern the goals underpinning CLIL models.201. The culture dimensionA. building intercultural knowledge and understanding B. developing intercultural communication ski

17、ll2. The environment dimensionA. preparing for 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 t

18、hrough different perspectivesB. preparing for future studies and/or working life5. The learning dimensionA. complementing individual learning strategiesB. increasing learner motivation(Marsh, Maljers and Haritiala, 2001, p.16)21Research interests tend to be on situational, operational and outcome pa

19、rameters. These focus on the theoretical principles underpinning CLIL; the methodologies; the learning environment; and means by which to assess impact.22Theoretical basis for CLIL in Coyle(2005, p.6) How this approach cannRaise learner linguistic competence and confidencenRaise teacher and learner

20、expectationsnDevelop risk-taking and problem-solving skills and grammatical awarenessnMotivate and encourage student independencenTake students beyond “reductive” foreign language topicsnImprove L1 literacynEncourage linguistic spontaneity (talk) if students are enabled to learn through the language

21、 rather than in the languagenDevelop study skills, concentration-learning how to learn through the foreign language is fundamental to CLILnGenerate positive attitudes and address gender issues in motivation23Coyle(1999) introduced a framework to describe the inter-relationship between language and s

22、ubject teaching common to successful forms of CLILCoyle(2005 ), the 4Cs Frameworka framework which incorporates attention being giving to cultural, communicative, content and cognitive attributes.24Principles for the 4Cs Framework nContent matter is about the learner constructing their own knowledge

23、 and developing skills;nContent is related to learning and thinking(cognition);nThinking processes (cognition)need to be analysed for their linguistic demands;nLanguage needs to be learned which is related to the learning context;nInteraction in the learning context is fundamental to learning;nThe r

24、elationship between cultures and languages is complex.25Coyle(2005, p.8) emphasizes that the operating principles and outcomes of CLIL will not be found in the traditional spheres of either language or subject teachers.26Work on CLIL now increasingly focuses on how the methodology achieves outcomes

25、that fall within the domain of language awareness. CLILnDrawing on the 4C input of methodologies, 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 la

26、nguage learning nor subject learning, but a fusion of both27More issuesnThe diversity involved in CLIL makes it difficult to generalize research findings.nThere will be an inevitable time lag between description and evidence of outcome.nCLIL transcends traditional boundaries in education.nThere is o

27、ften a problem with drawing conclusions on impact in relation to aspects of language awareness.28FUTURE DIRECTIONS29New global linguistic order: respect to the spread of English as medium of instructionnEurope: CLIL has emerged in response to the need to raise levels of plurilingualism.nGlobally: a

28、rapid adoption of English as a medium of instruction in environments where it may be considered a second or foreign language.30CLIL requires : use of dual-focussed language-sensitive methodologies alongside change of medium 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.31The essence of CLIL is an innovative educational approach and transcends traditional approaches to both subject and language teaching.32CLIL incorporated into the curriculu