2.3. Extending the Topic.

2.3.1. You can find some terms and some definitions below. Match them.

A) The process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words and sentences to communicate. Cloze (1):

B) It is something the language learners aim to acquire. Cloze (2):

C) They can be active or passive and are usually divided into four interrelated skills. Cloze (3):

D) It occurs when a speaker alternates between two or more languages in the context of one single conversation. Cloze (4):

E) The set of all mental abilities and processes related to knowledge. Cloze (5):

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2.3.2 CLIL models overseas and Europe. Compare the two models.

Canada: CLIL teaching started in Canada as a language immersion program. Interestingly it was originally a bottom-up initiative. Parents in Québec schools, who were dissatisfied with the status and efficiency of language teaching, turned to ministry officials in 1965 and demanded efficient language teaching in order to give their children better job prospects in bilingual Canada. The method was called immersion method and it concentrated on communication skills. Immersion programs are meant to emphasize developing fluency in an initially unknown language through content-based teaching. In summary, the immersion model originally had developed in Canada but later it began to be exported.

Europe:

Varying models of bilingual teaching have developed in Europe. The European Commission is now heavily pushing its requirement that every citizen of Europe should speak two further languages in addition to their native language. In order to fulfil this requirement, many countries in the European Union have been opting for integrated forms of language and content communication for some time, and are introducing them to their school systems. As it emerges from the Eurydice Report, CLIL is now established either permanently or within short-term projects in most European countries. For further details on this topic see the website http://www.indire.it/lucabas/lkmw_file/eurydice/CLIL_EN.pdf).

In this context between three and thirty per cent of students in primary and secondary education are receiving tuition of this kind. Luxemburg and Malta are the only countries in which all students are taught in at least two languages. There are monolingual and bilingual or trilingual countries.

2.3.3. These are the official languages of the European Union. Give examples of monolingual, bilingual and trilingual countries. (not counting the minority languages.)

Language	Official in ……	Since
Bulgarian	Bulgaria	2007
Croatian	Croatia, Austria	2013
Czech	Czech Republic, Slovakia	2004
Danish	Denmark, Germany	1973
Dutch	Belgium, Netherlands	1958
English	Ireland, Malta, UK, Gibraltar (UK)	1973
Estonian	Estonia	2004
Finnish	Finland	1995
French	Belgium, France, Italy, Luxembourg	1958
German	Austria, Belgium, Denmark, Germany, Germany, Italy, Luxembourg	1958
Greek	Cyprus, Greece	1981
Hungarian	Austria, Hungary, Romania, Slovakia, Slovenia	2004
Irish	Ireland, UK	2007
Italian	Croatia, Italy, Slovenia	1958
Latvian	Latvia	2004
Lithuanian	Lithuania	2004
Maltese	Malta	2004
Polish	Poland	2004
Portuguese	Portugal	1986
Romanian	Romania	2007
Slovak	Slovakia, Czech Republic	2004
Slovenian	Slovenia, Austria, Hungary, Italy	2004
Spanish	Spain	1986
Swedish	Sweden, Finland	1995

From: http://en.wikipedia.org/wiki/Languages_of_the_European_Union

2.3.4. Minority languages

A minority language is a language spoken by a minority of the people living in a given territory. Minority languages are sometimes official languages, too, but often they are not.

In which countries are the following languages spoken as minority languages?

A) Hungarian Cloze (1):

B) Catalan Cloze (2):

C) Frisian Cloze (3):

D) Basque Cloze (4):

E) Breton Cloze (5):

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2.3. Extending the Topic.

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