Researching CLIL and TBLT interfaces

Ortega, Lourdes

doi:10.1016/j.system.2015.09.002

Cited by 89 publications

(21 citation statements)

References 11 publications

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“…Recently, a number of researchers have been discussing the ways in which CLIL and TBLT can be brought together (Ahmadian & García-Mayo, 2018;García-Mayo, 2015;Scott & Beadle, 2014;Basterrechea & García-Mayo, 2013). Nevertheless, Ortega (2015) cautiously points out that there are differences in focus that have to be taken into account. The author argues that each approach conceptualizes "meaning" differently (in TBLT it is related to experiential and goal-oriented learning, while in CLIL it is associated with content and subject matter learning), and usually tends to target different age-groups (TBLT has been mostly implemented with college-level language learners, whereas CLIL is mostly applied to school age children).…”

Section: The Articulation Of Tblt and Clilmentioning

confidence: 99%

Linking Content and Language-Integrated Learning (CLIL) and Task-based Language Teaching (TBLT) in an effective way: a methodological proposal

Lopes

2020

Onomázein

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Language Teaching Research from a Global Perspective 2 0 2 0 ONOMÁZEIN-Special Issue VI | Language Teaching Research from a Global Perspective: 05-22 António Lopes Linking Content and Language-Integrated Learning (CLIL) and Task-based Language Teaching... 6 CLIL and TBLT are approaches that have increasingly captured the attention of both teachers and researchers, and many of the latter have already discussed the ways in which they can be brought together. One of the challenges encountered in the implementation of CLIL has been the discrepancy between the level required to carry out the work for content learning and the students' actual level. One of the solutions may lie in resorting to TBLT, where language is regarded as action and the learner seen as a social actor engaged in real-lifelike activities. However, in CLIL, the task being proposed to the students has to be appropriate to their level and their ability to internalise conceptual knowledge. In order to bridge some of the methodological gaps between CLIL and TBLT, a framework for designing content-oriented tasks, based on the one advanced for the project PETALL, has been developed to help teachers plan their CLIL activities. After a theoretical introduction to the principles of Taskbased Learning and its integration with CLIL, a template designed to systematise the task is provided and discussed.

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Section: The Articulation Of Tblt and Clilmentioning

confidence: 99%

Linking Content and Language-Integrated Learning (CLIL) and Task-based Language Teaching (TBLT) in an effective way: a methodological proposal

Lopes

2020

Onomázein

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“…CLIL and TBLT have intrinsic relationship due to their departure from traditional view of language learning. Ortega (2015) pointed out the shared interests between CLIL and TBLT, both of which are based on the tenet that language and meaning are inseparable. Lyster (2015) not only made clear the connections between these two approaches to learning but also showed the connections between language and content learning in CLIL settings are strengthened while infusing the instructional design with key principles of TBLT.…”

Section: The Relationship Between Clil and Tbltmentioning

confidence: 99%

An Action Research Into Task-based CLIL Applied to Education Majors: From Chinese Students’ Perspective

Liu¹

2019

ELT

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An action research (AR) was implemented to see if the proposed Task-based CLIL model is effective in achieving the dual goals of content and language learning among Chinese education majors. A questionnaire and a focus group interview were conducted to collect data from the students to see how they perceived the model with their own experience of it. According to the collected data, students stated that they had improved themselves in both English proficiency and subject content knowledge in addition to communication skills. They also stated that tasks offered them more language use opportunities to interact with peers discussing the disparities around task processes and outcomes in class. However, some problems were also identified, such as task organization, cultural conflicts and the choice of the right task. Reflecting on these problems, the teacher revised the teaching method, in which tasks are organized around the teacher’s lectures and arranged according to their specific functions. This study can shed light on how CLIL can be successfully implemented in Chinese collegiate settings, which are different from those studies in non-Chinese contexts.

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“…For the communicative task at hand, students will have to walk the audience through their interpretation of X-rays and photographic images to help them see the salient parts related to treatment choices. To this end, we developed a series of communicative activities that elicit the language seen previously (Ortega, 2015) and give students a chance to practice and consolidate appropriate language forms while the teacher guides and facilitates interaction by monitoring the students as they complete the tasks with their peers. The group work also allows for peer feedback on subject content as students will comment and ask questions about each others' cases and indeed help each other with language difficulties.…”

Section: Peer-to-peer Instruction and Feedbackmentioning

confidence: 99%

“…Wozniak and Millot (2016) have also emphasised the need for professional relevance and acquisition of a disciplinary and professional culture in English. We also focus on materials, activities, and tasks to explore how an ESP course can raise awareness of specialised language through noticing tasks (Ortega, 2015) and enable students to express their "already established disciplinary expertise" (Whyte, 2016, p. 14). Hyland (2011) points out that learners acquire features of the language as they need them and therefore this type of specific approach is more motivating.…”

Section: Introductionmentioning

confidence: 99%

Designing and implementing ESP courses in French higher education: a case study

Birch-Bécaas¹,

Hoskins²

2017

New Developments in ESP Teaching and Learning Research

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T his chapter reports on the design, implementation and evaluation of an English for Specific Purposes (ESP) course for dental students at the University of Bordeaux. We give an overview of the 'English for Dental Studies' courses taught from second year through to fifth year before focussing on the fifth year course in which the students' task is to present a case treated on clinical attachment. By following the schema of Cheng's (2011) 'basic considerations', we will briefly describe the process from needs analysis and identification of learning objectives, to designing materials, learning tasks, and assessment criteria, with a focus on methodologies. Feedback from students via questionnaires is analysed in order to compare their perceived needs and expectations pre-course with their impressions after the course. Finally, we explore the gains that can be made by both ESP specialists and disciplinary teachers in the context of internationalisation in the French higher education system.

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Researching CLIL and TBLT interfaces

Cited by 89 publications

References 11 publications

Linking Content and Language-Integrated Learning (CLIL) and Task-based Language Teaching (TBLT) in an effective way: a methodological proposal

Linking Content and Language-Integrated Learning (CLIL) and Task-based Language Teaching (TBLT) in an effective way: a methodological proposal

An Action Research Into Task-based CLIL Applied to Education Majors: From Chinese Students’ Perspective

Designing and implementing ESP courses in French higher education: a case study

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