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4.2. Working with texts

 

4.2.1. CLIL in Primary Schools

Insert the missing words into text (There is one extra word)

Content and Language Integrated Learning is a dual-focused educational (1) in which an additional language is used for the learning and teaching of both content and language.  The learning (2)  is very important in CLIL because the children are active and take part constantly. As a result, they are more motivated because they learn due to their (3) Researchers argue that in CLIL language  (4) should make sense to the child as an activity and as meaningful language.  This authenticity also (5) children to try and play with the language since it is picked up naturally.  Experienced CLIl teachers  (6) that the more contact the children have with the foreign language they are learning, the better the learning outcome will be.

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4.2.2.  The CLIL teacher.

Who is supposed to do CLIL teaching? There are many answers to this question.

Brainstorm within your group.  Is it a native teacher? A subject teacher, or a language teacher?

Native teachers? But, they don’t speak the mother tongue of their learners, consequently they do not really know the specific language problems of their learners.

Subject teachers? Their poorer language skills and low-key language awareness might cause problems in CLIL teaching. They might not be methodologically prepared either.

Language teachers? Their subject knowledge might not be enough.

The solutions to these problems lie in the (1) specific training programmes for CLIL teachers and (2) team teaching.

 

4.2.2.1.

Will you make a good CLIL teacher?

Read the ten statements and decide if you agree with each one. Score three points if you agree. Score two points if you agree a little. Score one point if you do not agree at all. Statement: 

1 I should teach content in my lessons.

2 I should know internationally-recognised examinations, e.g. Cambridge ESOL exams or the International Baccalaureate.

3 I should teach my colleagues English, observe them and/or give them feedback on their English language skills, materials or tests.

4 I should plan lessons and team teach with my subject colleagues.

5 I should teach remedial lessons which also focus on the language needed in subject lessons.

6. I should discuss with subject colleagues which language is being used in their lessons, e.g. the vocabulary or grammar in a reading text or DVD.

7 I should discuss English language methodology with my subject colleagues, e.g. how they can get their students speaking and writing authentically about content.

8 I should work with subject colleagues to develop cross-curricular projects and/or supporting lessons.

9 I should develop materials which help students to understand and use the language in their subject lessons.

10 I should help subject colleagues.