CBI/CLIL :( Flashcards
What is the approach underlying CLIL/CBI?
They are both built around a number of core principles that can be stated as follows:
1) People learn a second language more successfully when they use the language as a means of understanding content.
2) CBI better reflects learners’ needs for learning a second language.
3) Content provides the basis for activating bith the cognitive and the interactional processes that are the starting point for second language learning.
WHat is the theory of language underlying CLIL?
1) Lexis is central in intergrating language and content.
2) Grammar is a resource of communicating content.
3) Language is text and discource-based.
4) Language draw on intergrated skills.
What is the theory od learning underlying CLIL?
1) Comprehension is a necessary condition for second language learning to occur.
2) Negotiation of meaning plays an important role in understanding content.
3) Learning is facilitated by corrective feedback.
4) Learning of both content and langugae is facilitated by dialogic talk.
5) Prior knowledge plays an important role in CBI.
6) Scaffolded learning plays an import part in CBI and CLIL.
What are the objectives of CLIL?
1) Activate and develop existing language skills
2) Acquire learning skills and strategies that could be applied in future language development opportunities
3) Develop general academic skills applicable to university studies
4) Broaden students’ understanding of English speaking peoples
What kind of syllabus does CLIL provide?
In CBI courses the syllabus will depend on whether it is primarily content driven or language driven.
What are the types of teaching and learning activities in CLIL?`
Teachers can draw on various relevant, meaningful, and engaging activities that increase the students’ motivation, these are task-based. co-operative, experiential, and project-based learning.
What are the learner roles in CLIL?
1) Learners become have to become autonomous so that they come to understand their own learning process and take charge of their own learning from the very start.
2) They need to support one another.
3) They have an active role in the classroom.
4) They are expected to be active pinterpreters of input and be willing to tolerate uncertainty along the path of learning, as well as to explore learning strategies.
5) They may be sources of content.
What are the teacher roles in CLIL?
1) They have a more demanding role.
2) They will often cooperate with other teachers and work collaboratively on the design of the materials and courses.
3) Teachers have to familiarize themselves with difficult and unfamiliar content.
4) They have to develop their own courses or choose and adapt materials that provide a basis for CBI.
What is the role of instructional materials in CLIL?
The materials play a central role and me by specially designed. Materials that teach content subjects, and a variety of different forms of authentic materials. These include both authentic and adapted oral and written subject materials that are motivating (demonstrations, visual charts, graphic organizers and outlines, pre-teaching vocabulary, etc.)
What are the four models of CBI courses?
1) Theme-based model: this is a language course in which the syllabus is organized around themes or topics such as the “modern cinema” and “cities”.
2) Sheltered model: this refers to content courses taught in the second language by a content-area specialist to a group of ESL learners who have been grouped together for this purpose. This approach is sometimes used in universities.
3) Adjunct model: in this model students are enrolled in two linked courses, one content course and one language course, with both courses sharing the same content base.
4) Skills-based model: this is characterized by a focus on specific academic skill area that is linked to concurrent study of specific subject matter in one or more academic disciplines.
CLIL courses primary and secondary
In primary school: confidence-building, development of key concepts and learner autonomy, preparation for a long-term CLIL program.
At secondary level: dual school education, bilingual education, interdisciplinary module approach, language-based projects, specific-domain vocational CLIL.
