This term paper describes and reflects on the concept of CLIL (Content and Language Integrated Learning) from different angles. Firstly, the concept itself is introduced and defined. By doing this, a distinction between CLIL and immersion is conducted. Since there are numerous definitions and interpretations of CLIL within Europe, a closer look is taken to CLIL within the European context. Similarities and differences between educational systems are presented. Secondly, the practical implementation of CLIL in class is observed by describing the example of textual work. Thirdly, the focus is on scaffolding in general and its numerous manifestations that can be used to support CLIL learners. In doing so, a distinction between verbal and content related scaffolding techniques is made.
Table of Contents
1. Introduction
2. The concept of CLIL
2.1. Definition of CLIL
2.2. CLIL and immersion
2.3. CLIL as an European concept
3. Implementation of CLIL in class – the example of textual work
4. CLIL in practice – scaffolding
4.1. Verbal scaffolding techniques
4.2. Content scaffolding techniques
5. Results
Objectives and Core Topics
This paper aims to explore the theoretical foundations of Content and Language Integrated Learning (CLIL) and provide a critical analysis of its practical application in educational settings, specifically examining the role of scaffolding techniques in supporting student learning.
- Conceptual definition and distinction between CLIL and immersion approaches.
- Analysis of CLIL within the diverse European educational landscape.
- Practical implementation of CLIL using textual work as a central didactic tool.
- Examination of verbal and content scaffolding techniques to facilitate student participation.
- Evaluation of necessary improvements for successful CLIL implementation in schools.
Excerpt from the Book
4. CLIL in practice – scaffolding
Regardless of whether making use of CLIL while teaching or not, teachers need to stick to the general curriculum. However, the circumstances of teaching differ between the two cases. While a “normal” teachers’ focus is either on subject or on the foreign language, a CLIL teacher needs to combine both aspects. As Snow (1990) expresses, a CLIL teacher wears “two hats all the time”. In the following, different techniques that can help CLIL teachers to cope the dual target of teaching subject and language at the same time, will be presented. By doing so, a difference between verbal scaffolding and content scaffolding techniques will be conducted.
Scaffolding in general describes the possibility of getting assistance when needed. The type of assistance can vary and be adapted to the learners’ personal needs (cf. Thürmann 2012b). While one student might need help with a specific word to continue speaking, another one might need a register of content-related words to look at while formulating an answer. Both options are examples for verbal scaffolding, as they both aiming at making oral input as comprehensible as possible for the CLIL students. Any method which enables students to participate in a meaningful and active way belongs to verbal scaffolding. As opposed to this, content scaffolding relates to techniques that can support and assist pupils’ comprehension of, and engagement with, the content of any given topic of the CLIL unit (cf. Massler & Ioannou-Georgiou 2010).
Summary of Chapters
1. Introduction: This chapter provides an overview of the increasing interest in bilingual teaching and establishes the complex interdependency between language and content that defines CLIL.
2. The concept of CLIL: This section defines the core characteristics of CLIL, differentiates it from immersion approaches, and analyzes its varying implementations across Europe.
3. Implementation of CLIL in class – the example of textual work: This chapter discusses the practical use of authentic texts in CLIL lessons and how teachers can help students overcome difficulties associated with them.
4. CLIL in practice – scaffolding: This chapter explores how teachers can use verbal and content-related support techniques to facilitate both language acquisition and content understanding.
5. Results: The final chapter summarizes the requirements for successful CLIL implementation, emphasizing the need for better teacher education and well-balanced teaching methods.
Keywords
CLIL, Content and Language Integrated Learning, Immersion, Scaffolding, Bilingual Education, Verbal Scaffolding, Content Scaffolding, Language Acquisition, Educational Policy, Teaching Methodology, European Education, Multilingualism, Textual Work, Classroom Interaction.
Frequently Asked Questions
What is the core focus of this paper?
The paper examines the concept of CLIL (Content and Language Integrated Learning) and how it can be effectively implemented in classrooms through specific teaching strategies.
What are the primary themes discussed in the work?
Key themes include the definition of CLIL, its comparison to immersion programs, the European context of its implementation, and the practical application of scaffolding techniques.
What is the primary research goal?
The goal is to analyze the complexity of CLIL and determine how teachers can balance language and content instruction to support student achievement.
Which scientific methods are applied?
The paper utilizes a literature-based analytical approach, reviewing existing definitions, European pedagogical trends, and educational research regarding scaffolding.
What topics are covered in the main body?
The main body focuses on theoretical definitions, a comparison with immersion, the practical role of textual work, and detailed explanations of verbal and content scaffolding techniques.
Which keywords characterize the work?
Central keywords include CLIL, Scaffolding, Bilingual Education, Language Acquisition, and European Education Systems.
How does CLIL differ from traditional immersion programs?
Unlike immersion, where the focus is often on the language of the surrounding environment, CLIL is usually taught in a foreign language that is not the primary language of the students' community.
What are the two main types of scaffolding mentioned?
The author distinguishes between verbal scaffolding, which focuses on oral input and student participation, and content scaffolding, which assists with understanding the subject matter.
Why is teacher education considered a critical factor?
The paper notes that in many European countries, including Germany, there is a lack of qualified teachers trained in both subject-specific knowledge and the specialized methodology required for CLIL.
- Quote paper
- Anonym (Author), 2018, The Concept of Content and Language Integrated Learning (CLIL), Munich, GRIN Verlag, https://www.hausarbeiten.de/document/537100
