Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges

Banegas, Darío Luis

doi:10.14746/ssllt.2012.2.1.6

Cited by 62 publications

(58 citation statements)

References 68 publications

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“…Consequently, there have been attempts to distinguish CLIL from its counterpart in Canada and the USA, CBI (content-based instruction), and from immersion education (Cenoz et al, 2013). However, similarities between CBI and CLIL, and the fuzzy line between CLIL and immersion, have been lately discussed (Banegas, 2012;Cenoz, 2015;Cenoz et al, 2013;Somers & Surmont, 2012). More recently, some authors have stressed the content side of CLIL (see Llinares et al, 2012), but there is wide recognition that although the research reports on language gains realized through CLIL, little has been said about content learning.…”

Section: Defining Clilmentioning

confidence: 99%

“…Concepts such as scaffolding, zone of proximal development, and mediation signal that CLIL stresses the need to construct knowledge socially through tools that help learners develop their language competence and non-language content knowledge. In addition, CLIL is also supported by cognitivist views, as CLIL lessons and materials are expected to evolve from lower-order thinking skills, such as describing, to higher-order thinking skills, such as evaluating (see Banegas, 2012).…”

Section: Clil Materialsmentioning

confidence: 99%

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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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Section: Defining Clilmentioning

confidence: 99%

Section: Clil Materialsmentioning

confidence: 99%

Teachers develop CLIL materials in Argentina: A workshop experience

Banegas¹

2016

laclil

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“…For Dale and Tanner, "CBLT [content-based language teaching] deals with teaching content in language lessons" (p. 4), and immersion focuses on subject matter learning but not on language. Dale and Tanner restrict, and Banegas, D. L. (2013 resignify, CLIL scope and models (Banegas, 2012) by stating that "CLIL deals with teaching a subject at the same time as teaching language" (p.4). In addition, Dale and Tanner summarise the benefits that CLIL brings for learners, teachers, and institutions, but they also raise people's awareness of the challenges (challenges for CLIL learners are unpacked in Part 2, pp.…”

Section: Reseña Del Libro Clil Activities: a Resource For Subject Andmentioning

confidence: 99%

Book review of 'CLIL activities: A resource for subject and language teachers' by L. Dale and R. Tanner

Banegas

2013

LACLIL

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BIODATADarío Luis BANEGAS is an EFL teacher from Chubut, Argentina. He holds an MA in ELT from Warwick University (UK), where he is currently doing his PhD in materials development for CLIL through classroom action research. He is also involved in pre-and in-service teacher development programmes and curriculum design for ELT in primary and secondary for the Ministry of Education of Chubut (Argentina).

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“…CLIL combines a number of pedagogies that have proven to work well and, as a result, it has become a well-established part of education systems across Europe (e.g., Banegas, 2012;Bonnet, 2012;Nikula, Dalton-Puffer, & García, 2013;Pérez-Cañado, 2012). There are several reasons why CLIL is different from traditional language learning approaches.…”

Section: Introductionmentioning

confidence: 99%

The effects of CLIL on mathematical content learning: A longitudinal study

Surmont

Struys

Noort

et al. 2016

SSLLT

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Previous research has shown that content and language integrated learning (CLIL), an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question whether pupils who learn in a CLIL environment outperform their traditionally schooled peers in mathematics is investigated. In total, 107 pupils entered the study. All participants were in the first year of secondary education at a school in Ostend, in Flanders, the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education in a foreign language (French) and 72 followed traditional education that was given in the native language (Dutch). All participants were tested using a mathematical test at the beginning of the year, after three months, and Jill Surmont, Esli Struys, Maurits Van Den Noort, Piet Van De Craen 320 after ten months. The first measurement of the mathematical scores showed that the two groups did not differ. In accordance with our hypothesis, the CLIL group scored higher than the non-CLIL group after ten months. Surprisingly, an effect was also found after three months. To conclude, CLIL appears to have a positive impact on the mathematical performance of pupils even after a short period of time.

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Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges

Cited by 62 publications

References 68 publications

Teachers develop CLIL materials in Argentina: A workshop experience

Teachers develop CLIL materials in Argentina: A workshop experience

Book review of 'CLIL activities: A resource for subject and language teachers' by L. Dale and R. Tanner

The effects of CLIL on mathematical content learning: A longitudinal study

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