CLIL教学法PPT课件

-,1,LanguageAwarenessConcernsItinvolvesachievingdeeperunderstandingofhowlanguageisusedtoachievespecificgoals;EffectsItmaybringaboutpositiveornegativeresults.,-,5,DevelopmentofLA,Duringthe1980sTheLAmovementoriginallyfocusedonexplicitknowledgeofgrammarandfunction;MuchworkwascarriedoutintheUKinrelationtosocialinequalitiesandlowstandardsofliteracyinL1;Sincethe1980sAdrivingforcehasbeenonthelearningofasecondlanguage,andcriticallanguageawareness;Focuswasonthelearnerstounderstandtheprocessoflearningandtheuseoflanguage;,-,6,DevelopmentofLA,AssociationofLanguageAwareness(2006)describedtheareaasfocusingon“explicitknowledgeaboutthelanguage,andconsciousperceptionandsensitivityinlanguagelearning,languageteachingandlanguageuse”.AsoneaspectofLAmovement,namelyhowpeopleeffectivelylearnlanguages,CLILemerged.,-,7,ContentandLanguageIntegratedLearning(CLIL),CLILisagenerictermreferringtotheteachingofsubjectsinadifferentlanguagefromthemainstreamlanguageofinstruction;Dual-focusedonbothtopicandlanguage;“thenon-languagesubjectisnottaughtinaforeignlanguagebutwithandthroughaforeignlanguage”(Eurydice2006,p.8).,-,8,CLIL-IncredibleTeachingTip(video),-,9,CLIL-IncredibleTeachingTip(video),-,10,WhyisCLILoutstanding?,CLILisinspiredby“importantmethodologicalprinciplessuchastheneedforlearnerstobeexposedtoasituationcallingforgenuinecommunication”(Eurydice2006,p.9);CLILgoesbeyondaimingfordevelopmentoftypesoflower-orderthinkingskillstowardshigher-orderskills.,ThisdifferentiatesCLILfromothertypesofcontent-orientedlanguagelearningapproaches.,-,11,WhyisCLILoutstanding?,“CLILenableslanguagestobetaughtonarelativelyintensivebasiswithoutclaiminganexcessiveshareofschooltimetable”(Eurydice2006,p.9);CLILcanactivateyounglearners“communicationawareness”bothinL1andL2,andthuswillmotivatethemtolearn.,-,12,Majorcontributions,-,13,DevelopmentofCLIL,Culturaldiversity;newtechnology;neworadaptedformsofcommunication;,Globalizationandthe“knowledgesociety”,ReconsideringmaximizingliteracylevelsinL1andL2,inspecificlanguagedomains,Developmentofintegratededucationalapproaches,-,14,MajorContributionsofCLIL,CLILmovementresultedinmovingbeyondlinguisticgoalsthatarepredominantlyutilitarian,towardsthosethatarepragmatic;“thepropagationofCLILrespondstothegrowingneedforefficientlinguisticskills,bearinginmindthatthemajorconcernisabouteducationandthemultiplelanguageproficiencyistheaddedvalueatnocosttootherskillsandknowledge,ifproperlydesigned”(Fishman1989,p.447).,-,15,MajorContributionsofCLIL,OutsideofEurope,themajorcontributionsoriginallycamefromtheworkonimmersioninCanada,wheremorethan1000keystudieshavebeenpublished.However,thoseCLILmodelswhichgaveparticularinteresttohowcontentisnegotiatedandlearnt,andhowthinkingskillsareapplied,meantthatpredominantinterestinlanguagebecamediminished.Thisisdivergentfromimmersion.,-,16,WORKINPROGERSS,-,17,Fivedimensions:TheCultureDimension-CultixTheEnvironmentDimension-EntixTheLanguageDimension-LantixTheContentDimension-ContixTheLearningDimension-Learntix,Apan-Europeansurvey:whyCLILwasbeingintroducedacrossEurope(Marsh,MaljersandHartiala,2001),-,18,Contix,Entix,Lantix,Cultix,Learntix,age-rangeoflearnerssocio-linguisticenvironmentdegreeofexposuretoCLIL,Thedimensionsareheavilyinter-relatedinCLILpractice.,Lantix,Cultix,Thetypesofinterestsfoundwithlanguageawareness;knowledgeaboutlanguage,sensitivitytoaspectsoflanguagelearning,insightintolanguageuseintermsofcriticalthinkingskillsandinterpersonalcommunication.,-,19,DistinguishingthedimensionsallowsustoidentifythereasonswhyCLILisimplementedindiverseEuropeancontexts.The2001surveyreportwasafirststeptowardsdescribingCLILtypeswhichfollowstheworkonsituationalandoperationalvariablesinbilingualeducationreportedbyMackay(1970)andSpolsky,GreenandRead(1974)ThedimensionsreporteddonotdenotespecifictypesofCLIL.TheyconcernthegoalsunderpinningCLILmodels.,-,20,1.TheculturedimensionA.buildinginterculturalknowledgeandunderstandingB.developinginterculturalcommunicationskill2.TheenvironmentdimensionA.preparingforinternationalization.B.enhancingschoolprofile3.ThelanguagedimensionA.improvingoveralltargetlanguagecompetenceB.Deepeningawarenessofknowledgeoflanguage,andlanguageuse4.ThecontentdimensionA.providingopportunitiestostudycontentthroughdifferentperspectivesB.preparingforfuturestudiesand/orworkinglife5.ThelearningdimensionA.complementingindividuallearningstrategiesB.increasinglearnermotivation(Marsh,MaljersandHaritiala,2001,p.16),-,21,Researchintereststendtobeonsituational,operationalandoutcomeparameters.ThesefocusonthetheoreticalprinciplesunderpinningCLIL;themethodologies;thelearningenvironment;andmeansbywhichtoassessimpact.,-,22,TheoreticalbasisforCLILinCoyle(2005,p.6),HowthisapproachcanRaiselearnerlinguisticcompetenceandconfidenceRaiseteacherandlearnerexpectationsDeveloprisk-takingandproblem-solvingskillsandgrammaticalawarenessMotivateandencouragestudentindependenceTakestudentsbeyond“reductive”foreignlanguagetopicsImproveL1literacyEncouragelinguisticspontaneity(talk)ifstudentsareenabledtolearnthroughthelanguageratherthaninthelanguageDevelopstudyskills,concentration-learninghowtolearnthroughtheforeignlanguageisfundamentaltoCLILGeneratepositiveattitudesandaddressgenderissuesinmotivation,-,23,Coyle(1999)introducedaframeworktodescribetheinter-relationshipbetweenlanguageandsubjectteachingcommontosuccessfulformsofCLILCoyle(2005),the4CsFrameworkaframeworkwhichincorporatesattentionbeinggivingtocultural,communicative,contentandcognitiveattributes.,-,24,Principlesforthe4CsFramework,Contentmatterisaboutthelearnerconstructingtheirownknowledgeanddevelopingskills;Contentisrelatedtolearningandthinking(cognition);Thinkingprocesses(cognition)needtobeanalysedfortheirlinguisticdemands;Languageneedstobelearnedwhichisrelatedtothelearningcontext;Interactioninthelearningcontextisfundamentaltolearning;Therelationshipbetweenculturesandlanguagesiscomplex.,-,25,Coyle(2005,p.8)emphasizesthattheoperatingprinciplesandoutcomesofCLILwillnotbefoundinthetraditionalspheresofeitherlanguageorsubjectteachers.,-,26,WorkonCLILnowincreasinglyfocusesonhowthemethodologyachievesoutcomesthatfallwithinthedomainoflanguageawareness.CLIL,Drawingonthe4Cinputofmethodologies,CLILprovidesaproceduralplatformbywhichthestudentscanundergotheconceptualshift,bothexperientiallyandintellectually.,Academicdisciplines,Languagesciences,CLILisviewedasbeingneitherlanguagelearningnorsubjectlearning,butafusionofboth,-,27,Moreissues,ThediversityinvolvedinCLILmakesitdifficulttogeneralizeresearchfindings.Therewillbeaninevitabletimelagbetweendescriptionandevidenceofoutcome.CLILtranscendstraditionalboundariesineducation.Thereisoftenaproblemwithdrawingconclusionsonimpactinrelationtoaspectsoflanguageawareness.,-,28,FUTUREDIRECTIONS,-,29,Newgloballinguisticorder:respecttothespreadofEnglishasmediumofinstruction,Europe:CLILhasemergedinresponsetotheneedtoraiselevelsofplurilingualism.Globally:arapidadoptionofEnglishasamediumofinstructioninenvironmentswhereitmaybeconsideredasecondorforeignlanguage.,-,30,CLILrequires:useofdual-focussedlanguage-sensitivemethodologiesalongsidechangeofmediumofinstructionfromonelanguagetoanother.ArapidadoptionofEnglishasmediumoflearning,butmuchwithoutadaptationofteachingandlearningapproaches.,-,31,TheessenceofCLILisaninnovativeeducationalapproachandtranscendstraditionalapproachestobothsubjectandlanguageteaching.,-,32,CLILincorporatedintothecurriculum,Language:centralposi