CLIL implementation: from policy-makers to individual initiatives

Zarobe, Yolanda Ruiz de

doi:10.1080/13670050.2013.777383

Cited by 62 publications

(25 citation statements)

References 23 publications

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“…(p. 213) CLIL (Content and Language Integrated Learning) is an umbrella term that includes different conceptualisations for the integration of curriculum content and language learning. In its inception, CLIL was a European initiative and since then it has found its way in contexts outside Europe, as noted in Ruiz de Zarobe (2013). For some time, we have heard of CLIL as a continuum from content-driven CLIL to language-driven CLIL or CLIL with a dual focus (see Mehisto, Marsh, & Frigols, 2008, pp.…”

Section: Introductionmentioning

confidence: 99%

Sharing views of CLIL lesson planning in language teacher education

Banegas¹

2015

LACLIL

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Argentina seems to favour CLIL (content and language integrated learning) as a language-driven approach in secondary and higher education. In this paper, I investigate curriculum development and lesson planning based on trainees' perceptions and lesson plans submitted to pass a module on Didactics as part of their formal initial English language teacher education. My aim is to compare what a group of trainees does in relation to the notion of CLIL as forward curriculum planning and the frameworks posited in the CLIL literature. My theoretical framework is guided by the concept of didactic transposition applied to CLIL and the literature on CLIL lessons plans drawing on teachers' voices through their plans. In this paper I discuss how language-driven CLIL was envisaged by a group of 47 trainees enrolled in a teacher education course in southern Argentina. Data emerged from a survey and lesson plans aimed at secondary-school learners for whom English was usually taught two hours a week. Results show that language-driven CLIL follows forward design; it focuses more on content than on explicit knowledge of the language, and it is aimed at revising language with older learners.Keywords: language-driven CLIL; didactic transposition; lesson plans; language skills; language teacher education. ResumenLa Argentina tiende a adoptar el enfoque AICLE desde una preponderancia sobre el aprendizaje de otra lengua en la educación secundaria y el nivel superior. En este artículo investigo el desarrollo curricular y la planificación de clases con base en las percepciones y los planes de clases elaborados por un grupo de futuros docentes graduados para el espacio Didáctica como parte de su formación inicial como profesores de inglés. El objetivo es comparar las elaboraciones que este grupo de estudiantes realiza en relación con la noción de AICLE como un currículo lineal y los marcos propuestos en la literatura sobre AICLE. El marco teórico de esta contribución está guiado por el concepto de transposición didác-tica aplicado a AICLE y la literatura sobre secuencias didácticas de AICLE según las voces de los docentes. En este artículo se analizan las miradas que un grupo de 47 estudiantes del profesorado de inglés en el sur de Argentina posee sobre AICLE enfocado en la lengua. Los datos surgen a partir de una encuesta y los planes de clase pensados para estudiantes secundarios con una carga horaria de Inglés de dos horas semanales. Los resultados indican que AICL enfocado en la lengua sigue un currículo lineal, se centra en el contenido sobre el conocimiento explícito de la lengua, y se propone como espacio de repaso de la lengua con estudiantes más grandes.Palabras clave: AICLE orientado a la lengua; transposición didáctica; planificación de clases; prácticas del lenguaje; formación docente en lengua.

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Section: Introductionmentioning

confidence: 99%

Sharing views of CLIL lesson planning in language teacher education

Banegas¹

2015

LACLIL

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“…CLIL can be generally defined as a 'dual-focused, learning and teaching approach in which a non-language subject is taught through a foreign language, with the dual focus being on acquiring subject knowledge and competences as well as skills and competences in the foreign language' (Ioannou Georgiu, 2012, p. 495; see also Coyle, Hood, & Marsh, 2010;Ruiz de Zarobe, 2013). Such a definition can be interpreted through models that range from bilingual education to project work.…”

Section: Defining Clilmentioning

confidence: 99%

Teachers develop CLIL materials in Argentina: A workshop experience

Banegas¹

2016

laclil

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Content and language integrated learning (CLIL) is a Europe-born approach. Nevertheless, CLIL as a language learning approach has been implemented in Latin America in different ways and models: content-driven models and language-driven models. As regards the latter, new school curricula demand that CLIL be used in secondary education in Argentina and that teacher pedagogies and materials match the L1 curriculum and overall context. Therefore, teachers initially educated in other paradigms need professional development opportunities to understand CLIL as an innovative language teaching approach. The aim of this article is to reflect on CLIL materials produced by a group of Argentinian teachers as part of a professional development workshop. In this article, I shall first conceptualize CLIL and review the literature around CLIL materials. Then, I describe the workshop and offer content analysis of participants' lesson plans. I shall conclude with emergent working principles based on these participants' practices and suggestions for further research.

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“…Integrating genre theory and SFL into the teaching of reading and writing in the foreign language classroom would equip teachers and students with powerful interpretive tools with which to better comprehend and create texts (e.g., Troyan, 2014). In the European context, recent scholarship has infused this genre theory and SFL in the writing research pertaining to content and language integrated learning (CLIL) (Llinares & Whittaker, 2010;Whittaker, Llinares, & McCabe, 2011), an instructional approach that has been promoted as a means for developing plurilingualism (e.g., Lorenzo, 2013;Ruiz de Zarobe, 2013) in a multilingual Europe.…”

Section: Review Of Relevant Researchmentioning

confidence: 99%

“…Second, this work, given its focus on the integration of language and content, is aligned with the objective of content and language integrated learning (CLIL) to promote plurilingual competence (e.g., Lorenzo, 2013;Lorenzo, Casal, & Moore, 2010;Ruiz de Zarobe, 2013).…”

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confidence: 99%

Preparing Teachers for Plurilingualism through Language Awareness

Troyan¹

2014

trema

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CLIL implementation: from policy-makers to individual initiatives

Cited by 62 publications

References 23 publications

Sharing views of CLIL lesson planning in language teacher education

Sharing views of CLIL lesson planning in language teacher education

Teachers develop CLIL materials in Argentina: A workshop experience

Preparing Teachers for Plurilingualism through Language Awareness

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