Using a genre-based approach to integrating content and language in CLIL

Morton, Tom

doi:10.1075/aals.7.05mor

Cited by 36 publications

(34 citation statements)

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“…Coffin, 2006;Schleppegrell, 2004) and that therefore, given the content-based nature of CLIL classrooms, language learning in these contexts should best be approached as attainment of academic and subject-specific vocabularies, genres and ways of constructing knowledge (see e.g. Llinares, Morton, & Whittaker, 2012;Morton, 2010;Nikula, 2012). In this article, attention will be paid to opportunities that hands-on tasks entail for using and learning subject-specific language.…”

Section: Introductionmentioning

confidence: 98%

Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning

Nikula

2015

System

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Section: Introductionmentioning

confidence: 98%

Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning

Nikula

2015

System

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“…This very commonly applied approach in L2 teaching, especially ESP, is being transferred to CLIL/EMI environments. In Spain, examples of the genrebased approach to CLIL/EMI can be found in official documentation and planning (Junta de Andalucía, 2008), classroom based research and experiences (Morton, 2010;LLinares et al, 2012) and teacher training proposals (Dafouz and Núñez, 2009;Martín del Pozo, 2014). The genre approach is considered a potential strong promoter of synergy among CLIL/EMI and ESP/EAP practice (Dalton-Puffer, 2011;Dafouz, 2011).…”

Section: Clil / Emi As Language Learning Environments: Lessons From Ementioning

confidence: 99%

Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

Pozo

2017

Rev. lingüíst. leng. apl.

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CLIL (Content and Language Integrated Learning) and EMI (English Medium Instruction) practices have outpaced theory and teacher training. There is a need to provide answers to some of the key issues such as the language requirements. This paper aims to show that knowledge from English for Specific Purposes and English for Academic Purposes, fields which have provided effective teaching practices and materials, could now be used in CLIL/EMI. The paper focuses on two of these. First, the issues related to second language academic listening comprehension and, secondly, the findings from research on it and their implications for student / lecturer training and materials design. These implications and suggestions are summarized. The paper concludes providing some language learning resources originally targeted to students but which could become tools for (self) training of those teachers who need to update their language skills for CLIL.

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“…This pedagogy considers a key aspect of learning an academic subject to be that of becoming a user of the various text types or genres through which subject knowledge is constructed. Hence, it provides a way of genuinely integrating content and language instruction and makes explicit what subject-specific language is to be taught (Morton 2010). Relevant for CLIL contexts is Martin's emphasis (2009), that using subject-specific texts functionally presents certain challenges in foreign language learning as 'knowledge of the language in which genres are composed cannot be assumed.'…”

Section: Clil Pedagogiesmentioning

confidence: 99%

Do we all share the same goals for content and language integrated learning (CLIL)? Specialist and practitioner perceptions of ‘ideal’ CLIL pedagogies in the Netherlands

Kampen

Meirink

Admiraal

et al. 2017

International Journal of Bilingual Education and Bilingualism

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In the past two decades, content and language integrated learning (CLIL) has seen a surge in uptake, especially in European schools offering forms of bilingual education. This article reports a study investigating practitioner and specialist perceptions about the goals and practices of CLIL in the Netherlands, one of few countries where CLIL provisions are highly institutionalized at the national level. To investigate these stakeholders' perceptions about ideal CLIL pedagogies in an in-depth way, semistructured interviews were held with seven CLIL practitioners and nine CLIL specialists. Inductive content analysis of the interview transcripts identified four themes relating to stakeholders' perceptions of ideal CLIL pedagogies: (1) Meta-goals; (2) Teaching resources; (3) Student output; and, (4) Feedback and assessment. The most important themes and subthemes for each group are discussed in detail. In addition to providing a rich picture of 'ideal' CLIL pedagogies by key stakeholders in the Netherlands, the results also showed that, despite the level of institutionalization of CLIL in the Netherlands, specialist and practitioner perceptions of ideal CLIL pedagogies seem not to be fully aligned. The implications for teacher-education and CLIL policy in the Netherlands and other contexts are discussed. ARTICLE HISTORY

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Using a genre-based approach to integrating content and language in CLIL

Cited by 36 publications

References 0 publications

Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning

Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning

Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

Do we all share the same goals for content and language integrated learning (CLIL)? Specialist and practitioner perceptions of ‘ideal’ CLIL pedagogies in the Netherlands

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