An Analytical Framework of Language Integration in L2 Content-based Courses: The European Dimension

Lorenzo, Francisco

doi:10.2167/le708.0

Cited by 39 publications

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“…Key to the approach referred to here is that equal importance is attributed to the linguistic and the topic-based aspects of instruction (Marsh 2002). This reflects Lorenzo's (2007) view that effective topic-based teaching should strive to teach content as effectively as in a first language (L1) context, while not neglecting the linguistic achievement of learners. CLIL differs from immersion teaching, where the goal is for learners to become equally fluent in both the target language (TL) and their mother tongue (Seikkula-Leino 2007).…”

Section: Introduction and Definition Of Clilmentioning

confidence: 82%

“…Studies of French immersion programmes in Canada show that while learners in these programmes generally develop excellent TL receptive skills, their ability to produce grammatically accurate language does not develop to the same extent (Harley et al 1991;Cummins 1998). In this respect, however, Lorenzo's (2007) proposal is helpful: he argues that productive language skills can be developed more effectively if a CLIL curriculum is carefully planned and delivered to combine sufficient focus-on-form activities alongside the teaching and learning of the subject content.…”

Section: Linguistic Attainment In Clilmentioning

confidence: 99%

“…To reflect the findings of preliminary questionnaire, a large number of communication-based activities were incorporated into lessons, although the less popular aspects of language learning, such as grammar, were not omitted entirely from the syllabus. Evidence suggests that it is important that grammar be learned through CLIL, just as it would be through 'traditional' language teaching (Lorenzo 2007), in order to avoid a decline in linguistic accuracy and a purely 'focus on meaning' curriculum (Cummins 1998;Swain 2000;Pica 2002;Coyle 2007). …”

Section: Planning the Project Preliminary Questionnairementioning

confidence: 99%

“…It draws on immersion techniques prominent in Canada since the 1960s (Cummins 1998;Cook 2001a), but also on the broad range of approaches to bilingual teaching and learning that have existed across the world for centuries (Coyle 2007). Over recent years, CLIL as a concept has developed a range of different meanings (Lorenzo 2007;Seikkula-Leino 2007;Smit 2008), which can lead to the term being ambiguous. In this study, 'CLIL' is understood to be an approach to teaching and learning that employs a foreign language (FL) as the principle medium of instruction for a content-based subject.…”

mentioning

confidence: 99%

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Using CLIL to enhance pupils’ experience of learning and raise attainment in German and health education: a teacher research project

Mearns

2012

The Language Learning Journal

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This paper describes and evaluates an action research project carried out by a teacher in an English comprehensive school, where a class of 13-to 14-year-olds was taught personal, social and health education and German through contentlanguage integrated learning (CLIL) over a six-week period. The purpose of the study was to explore how CLIL would influence both motivation and attainment by giving learners the opportunity (i) to experience language learning with a broader, more applied purpose; (ii) to experience success in TL interactions; and (iii) to use linguistic structures in a more 'natural' context. The findings of the study were mixed with regard to motivation, as pupils struggled to equate their continued lack of confidence after a short period of CLIL with their increased academic success. With regard to attainment, the most able pupils exceeded their previous achievements by at least one National Curriculum level, although little improvement was noted in the levels of the less able pupils. This could be attributed to the short time frame of the study, and the resulting lack of confidence referred to above. This research is also evidence of the developing role of practitioner-research in the academic community, the validity and importance of which is also discussed. Introduction and definition of CLILCLIL or content-language integrated learning is a rapidly expanding concept in language learning in Europe (Smit 2008). It draws on immersion techniques prominent in Canada since the 1960s (Cummins 1998;Cook 2001a), but also on the broad range of approaches to bilingual teaching and learning that have existed across the world for centuries (Coyle 2007). Over recent years, CLIL as a concept has developed a range of different meanings (Lorenzo 2007;Seikkula-Leino 2007;Smit 2008), which can lead to the term being ambiguous. In this study, 'CLIL' is understood to be an approach to teaching and learning that employs a foreign language (FL) as the principle medium of instruction for a content-based subject. Key to the approach referred to here is that equal importance is attributed to the linguistic and the topic-based aspects of instruction (Marsh 2002). This reflects Lorenzo's (2007) view that effective topic-based teaching should strive to teach content as effectively as in a first language (L1) context, while not neglecting the linguistic achievement of learners. CLIL differs from immersion teaching, where the goal is for learners to become equally fluent in both the target language (TL) and their mother tongue (Seikkula-Leino 2007). The goal of CLIL is to produce competent and confident TL users, while at the same time teaching subject content. It is also worth noting that the form of CLIL employed in this project is what Clegg (2003: 89) would refer to as 'language led', in that it was carried out in a languages department rather than in a content subject department. The projectThe aim of this pilot project was to use CLIL to teach personal, social and health education (PSHE) in tandem with German through...

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Section: Introduction and Definition Of Clilmentioning

confidence: 82%

Section: Linguistic Attainment In Clilmentioning

confidence: 99%

Section: Planning the Project Preliminary Questionnairementioning

confidence: 99%

mentioning

confidence: 99%

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Using CLIL to enhance pupils’ experience of learning and raise attainment in German and health education: a teacher research project

Mearns

2012

The Language Learning Journal

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“…La autenticidad del acto comunicativo hace que los mecanismos de atención de los interlocutores se concentren en la construcción del mensaje hasta el punto que cualquier aspecto formal es generalmente relegado. Este principio de 'primacía del significado' es un hecho constatado no solo en adquisición de la L2 en entornos controlados (Van patten, 2003;Wong, 2005), sino también en la interacción natural en la lengua materna (Preston, 1989) y en el discurso del aula bilingüe (Lorenzo, 2007(Lorenzo, , 2008. Este hecho pone de manifiesto un conflicto entre las bases teóricas de los programas lingüísticos y el uso real de la lengua en contexto y, por ende, pone en entredicho el estructuralismo oracional de los programas de lengua tradicionales.…”

Section: Géneros Textuales Y Organización Curricularunclassified

Lingüística de la comunicación: El currículo multilingüe de géneros textuales

Lorenzo

2010

Rev. signos

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Resumen: Con la superación del formalismo en las ciencias del lenguaje, la educación de la lengua materna y extranjera requiere de una revisión epistemológica. Las tendencias estructuralistas se enfrentan a limitaciones a la hora de formar a los alumnos para operar en un mundo multilingüe y para un uso eficaz de la lengua en la sociedad. Este artículo elabora una propuesta concreta de innovación en educación lingüística que toma los géneros -con un reconocimiento a la teoría lingüística sistémica funcional-como la unidad base de programación lingüística y que se ha implementado en algunos contextos europeos bajo el nombre de 'currículum integrado de las lenguas'. Su desarrollo histórico, su justificación cognitiva basada en el procesamiento natural de la información lingüística y su reflejo en la actividad del aula son objeto de estudio.Palabras Clave: Currículum integrado de las lenguas, géneros textuales en educación, enseñanza integrada de lenguas y contenidos, bilingüismo, multilingüismo. Recibido: 2-VII-2009 Aceptado:18-V-2010Correspondencia: Francisco Lorenzo (fjlorber@upo.es). universidad pablo de Olavide de Sevilla. Ctra. utrea Km. 1 41013, Sevilla, España. 2010, 43(74) 391-410 Revista Signos 392Revista Signos 2010, 43(74) Communication linguistics: The genre-based multiligual curriculum Abstract: With the demise of formalism in linguistics, education of mother tongue and foreign language needs revising. Formal trends fall short of the two major challenges in education today: making students fit to operate in a multilingual world and making them proficient for using language -both L1 and L2-in society, that is, having a full grasp of academic and professional genres. This article makes an actual proposal of curriculum innovation that takes genres -with a nod to the systemic functional theory behind it-as the ultimate unit in language programming and that is being embraced in some parts of Europe under the label: 'integrated language curriculum'. A historical review, a cognitive account based on language information processing, and some structure for classroom implementation are also considered.Key Words: Language across the curriculum, genres in language education, content and language integrated learning, bilingualism, multilingualism. INTRODUCCIÓNLa historia social de la lengua señala el inicio del nuevo siglo como un momento de transformación en los modelos sociocognitivos de la comunicación (Baggioni, 2004;Burke, 2004). Se sostiene así que de la misma manera que la invención de la imprenta generó modelos de comunicación radicalmente distintos hasta los de entonces y que la aparición de los estados nación implantó una percepción de la realidad mediada por las estructuras mentales que formaban las lenguas nacionales -el tan superado hoy relativismo lingüístico-, los actuales sistemas de comunicación global han creado modelos sociocognitivos inéditos en la comunicación internacional.La aparición de una comunidad discursiva global caracterizada por fenómenos como la movilidad, la creación de canale...

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Content-Learning Tasks for Adult ESL Learners: Promoting Literacy for Work or School

Ewert

2013

TESOL J

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Teachers of English as a second language (ESL) are often on the frontline of working with adult ESL learners who are facing a difficult developmental pathway to academic and/or economic success. These learners come to the task of learning English with widely varying schooling experiences, degrees of first language literacy, and English language proficiency. A workplace that increasingly demands considerable content knowledge, critical thinking abilities, and excellent communication skills has led to a greater emphasis on academic skill development from the earliest stages of literacy and language learning, and has highlighted a need for continuing this emphasis for those transitioning into vocational or academic studies. A known but not often implemented approach to adult ESL learning, contentbased instruction, is a viable response to this situation. Content other than language is common in ESL materials, but making learners accountable for actually learning this content is often secondary to language skill development, if considered at all. However, learning the content naturally motivates deep processing of language and the use of higher order thinking skills, which are foundational for high levels of literacy. This article provides teachers of adult ESL learners, vocationally or academically oriented, with the rationale, guiding principles, and examples of that focus on content learning through text-engaging tasks.

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An Analytical Framework of Language Integration in L2 Content-based Courses: The European Dimension

Cited by 39 publications

References 20 publications

Using CLIL to enhance pupils’ experience of learning and raise attainment in German and health education: a teacher research project

Using CLIL to enhance pupils’ experience of learning and raise attainment in German and health education: a teacher research project

Lingüística de la comunicación: El currículo multilingüe de géneros textuales

Content-Learning Tasks for Adult ESL Learners: Promoting Literacy for Work or School

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