objectives of clil

CLIL vs CBLT 3.3. THE MAIN CHARACTERISTICS OF THE CLIL LEARNING Clil teachers are able Clil teachers are able 1. 2.1 Teaching aims/objectives and learning outcomes Whatever kind of model, it is fundamental to CLIL that the content of the topic, project, theme, syllabus leads the way. After finishing your CLIL, please complete this self-assessment (suggested time 5 minutes). Building safe and meaningful learning To establish the necessary conditions that will allow students to achieve the appropriate level of academic performance in CLIL … This means that: The content is the starting point of the planning process. Despite the self-explanatory nature of the phrase 'Content and Language Integrated Learning', the true nature of CLIL still remains elusive. ed. Objectives of the research 3. Twenty-two of the studies were reported as CLIL programs, balancing language and content objectives, whereas three were reported as EMI, typically with a sole focus on content objectives. •To value the importance of wind force to use it in human activities. Relevance of CLIL to the European Commission Language Learning Objectives. CLIL LESSON PLAN AIR & ATMOSPHERE TOPIC: Wind AIMS •To recognise that wind is air on the move. language-learning objectives, based on the reviews of both CLIL and CBI research, the current project tends to select CLIL as the theoretical background for the implementation of content-language integrated course in the elementary level in Taiwan. Building learner capacity 2. Objectives Knowing the theoretical and practical principles fundamental to applying technology to CLIL programmes and language teaching by tasks. 2.0 CLIL Topic Planning hat is meant by integrating language and content? Content and Language Integrated Learning (CLIL) at School in Europe Over and above these special considerations, CLIL and other forms of bilingual or immersion teaching share certain common features that many experts are fond of emphasising. Does it mean that e .1 Teaching aims/objectives and learning outcomes W there are parallel teaching aims and that to satisfy both will involve som complex management between them or The lack of discussion on English teachers’ views and experiences of CLIL programs calls for examining language teachers’ role in supporting the programs. 518171-LLP-1-2011-1-NO-COMENIUS-CMP 5 1. objectives for teachers and materials developers at the early phases of second language acquisition. / Coyle, Do. / D. Marsh. Definition 3.2. Teacher knowledge and competencies for effective CLIL in multilingual education settings Dieuwerke (Dee) Rutgers, Ph.D. 11 Nov 2020 British Council ELT Webinar Collaborators Utrecht University of Applied Sciences Prof. Rick de Graaff Dr Catherine van CLIL and ICT literature review ii Document Control Document Title Improving the effectiveness of language learning: CLIL and computer assisted language learning Job number J60173Prepared by David Scott and Shane Beadle Checked by Shane Beadle Date 25 June 2014 •To classify kinds of wind according to their speed. the CLIL programme in several ways, offering indirect support to achieving the dual learning objectives of the programme: i. support for the CLIL teacher with suggestions for teaching strategies or procedures (e.g., facilitate comprehension, deal with writing errors Building direction and focus 5. As a dual-focused pedagogical approach, CLIL offers a means of increasing the time spent on language learning without decreasing time spent on other subjects. Deploying strategies 4. To measure the language in CLIL, you can use the learning objectives: These should be explicitly linked to content-learning objectives and adapted to the different levels of proficiency that your students have according to those frameworks. Most concerns center on students’ low English proficiency and content teachers’ readiness. Project Objectives We aim to increase the scope, efficiency, effectiveness and impact of CLIL (Content and Language Integrated Learning) across the European area through a practitioner-led programme of research CLIL objectives CLIL objectives are varied, but among the most relevant ones the following can be pointed out (Coyle et al., 2010): [7] To improve the educational system. CLIL: rationale and objectives According to Coyle, Hood and Marsh (2010: 1), ‘CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language’. CLIL-study is basically bilingual study, focusing both on the subject content and language learning. Five of the best CLIL resources online In the posts on this website I usually share my opinion on CLIL as well as share some ideas of others. European Commission, Public Services Contract DG 3406/001-001, 2002. Rationale 2. English and leads to a Level 7 EQC Certificate, accompanied by a Europass Certicicate Supplement with 10 transferable ECVET points. Amongst the objectives of CLIL that stands out is that it advocates the obtaining of different knowledge and skills, according to what the subject is. CLIL: A Lesson Plan Adelia Asunción Hernández Ramírez 2013 - 2014 1 TABLE OF CONTENTS 1. CLIL Lesson Plan 1: Habitats around the World AIMS • To know what a habitat is. Bearing that idea in mind, one of the main objectives of the creation of the notion of CLIL was to design and plan recommended guidelines that could be followed by administrations Guillamón-Suesta & … According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following: In organisational Content and Language Integrated Learning 3.1. ‘Relevance of CLIL to the European Commission’s Language Learning Objectives’ by Do Coyle in CLIL/EMILE the European Dimension (2002). Teaching Objectives What I plan to teach What learners will It also aimed to towards CLIL. • To classify them into land, freshwater and marine habitats. CLIL vs Immersion Programmes The number of primary schools in Europe adopting a content-and-language-integrated learning (CLIL) approach to the teaching of additional languages has risen sharply in recent years. The presenters draw on the wide literature on, and their own research into, CLIL and EMI to examine key distinctions based on learning objectives and assessment. TEACHING OBJECTIVES LEARNING This introductory article (of four) briefly analyses a series of broadly-accepted definitions of CLIL as a way of highlighting its Incorporating effective strategies for learning in CLIL … CLIL/EMILE European Dimension: Actions, Trends and Foresight Potential. Read the free online CLIL Magazine, published twice a year with articles that concern you: the CLIL teacher. Module 1: CLIL theory and practice - Thursday 09 July 1.30pm introduction to the concept of CLIL and its different models; SWOT analysis CLIL three-way focus: content, linguistic and procedural knowledge analysis of sample lesson plans Co-operating with colleagues 3. This time As for the first example, the most obvious are business (English) language or tourism language courses and numerous textbooks available in the market. Content and language integrated instruction (CLIL) has been adopted in higher education as part of globalization. CLIL 課堂要求達到語言目標(language objectives)和內容目標(content objectives)這雙重目標。 在Big Fun的課堂上教師先建構一個系統的、與目的語匹配的概念框架，從而有效地促進其目的語的習得。 This webinar proposes a specific way of writing language objectives in Content and Language Integrated Learning (CLIL) classes. CLIL is an approach to learning which is gaining widespread interest. • To know the main characteristics of each habitat. The objectives of the programme were to investigate various CLIL implementation models, identify problems in CLIL implementation and suggest solutions, identify good practice in CLIL and develop appropriate teaching materials. 6 CLIL/EMILE -THE EUROPEAN DIMENSION CLIL/EMILE - THE EUROPEAN DIMENSION Actions, Trends and Foresight Potential Contents Summary Executive Summary − Summary of Major Recommendations Introduction Topic Objectives Compilation It provides learners with the opportunity to learn different subjects through the medium of a foreign language, i.e. In the 1990's, CLIL emerged as an educational approach that assigned language a special role in the learning of subject content and in promoting cultural awareness. A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. The included studies come from only two continents, Europe (N=23) and Asia (N=2). 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