Why are the results of CLIL so
good?
“CLIL is a dual- focused approach in which an additional language is
used for the learning and teaching of both content and language, what is
characteristic of CLIL is the use of an
additional language in the classroom.” (Inmaculada
Fortanet-Gómez, 2013 ,44). I would also integrate to content and language
two other things; cognitive skills and culture. When talking about content we
mean subjects, themes… When talking about an additional language we mean an L2,
and with cognitive we mean thinking skills, for culture, being aware of
yourself and others.
One of the aims of CLIL as in
teaching subjects in a target language , is not that the teacher teaches her
English class in a unilaterally way, instead , she does it by using strategies so
that the students are able to communicate with each other and use English
during their tasks. Therefore, planning appeals to having “Students Talking
Time” ( STT ) in all the sessions , a period in which students must communicate
their ideas and share their knowledge with peers and teachers. This is ideal,
since in a class there are many students that can not all work communication with
the teacher, if they work with each other they will have more opportunities to
communicate in the classroom. But mainly it is ideal for them to get used to
talking to each other in English and actually end up learning real English.
CLIL is the most adequate way to learn a second language. The students
learn it in the most natural way possible in a classroom. With CLIL, children
have the opportunity to learn two things at once, they are able to learn content
and learn an L2. Learning CLIL has many advantages such as motivation. A
student learning both the target language and contents will surely find it much
more motivating to do it through CLIL; for two reasons: One of them has to do
with the language and the other with the subjects. Learning a language through
the language is actually boring and it doesn´t interest the students. English
classes are mostly only taught through grammar which isn´t actually useful nor
motivating, but with CLIL they learn the language “without thinking”, without
focusing on it. They find out they are learning it without putting so much effort;
this is surely much more motivating. Another reason has to do with being
motivated about the content of the subjects, for example “A student that cannot
stand biology class may possibly make more efforts in CLIL due to foreign
language interests which may cause more motivation for the learner. By learning
technical terms of the content subject biology in the foreign language e.g. the
student may awake an interest in scientific correlation”. (Julia Bennett, 2010, 3)
Why are the results of CLIL so good? “This
relates mainly to the emotional dimension of learners; the ways in which CLIL
connects them to their own ‘worlds’ using multi-mode technology; and the impact
on the brain when language learning becomes ‘acquisitional’, and not just
‘intentional”. (David marsh).
In my opinion CLIL method is the most successful communicative method,
because the students learn better and faster, being a more natural situation and
without being forced. “CLIL gives learners opportunities to develop linguistic
abilities during lessons and this includes acquisition of vocabulary and grammar.
However the focus of a CLIL lesson is on understanding subject content, not on
grammatical structures. Research in CLIL classrooms shows that most teachers do
not teach grammar during content teaching because content and language are
integrated. As vocabulary and grammar are independent in is useful to focus on
them as chunks rather than separately” (Kay
Bentley, 2010, 1).
I am sure there are many people against CLIL, but I can say from what I
have learnt so far in class, what I have investigated, what I have seen in
schools and what I have lived, CLIL is a very successful method. I think it is
a magnificent way to teach a second language and also content of a subject. If
it has to do with learning an L2 it is proved that children learn it much
better because it is the most natural and motivating way possible. When it has
to do with the content, it is also more motivating and it can be learnt as well
as if the content was learnt in an L1, or even better because you are more keen
on it. I guess it does have disadvantages, but there isn´t a perfect method. I
can say that I have grown up having English as my second language and all my subjects
were in English. It was hard at the beginning, but I can say that for me it was
successful; I DID learn the language and I DID learn the content. I guess here
in Spain we have to refine it, but it is in our hands to do our best and make
CLIL the perfect method.
Bibliography:
- Bennet, J. (2010). Multicultural in Berlin and London. Germany: GRIN verlag
- Bentley, K. (2010). The teaching knowledge test course, Clil module. UK: University of Cambridge Press.
- Fortanet-Gómez, I. (2013). Clil in a higher education towards a multilingual language policy. Salisbury UK: Techset Composition Ltd
- “International House Journal” recuperado el día 5 de noviembre de: http://ihjournal.com/content-and-language-integrated-learning
- “CLILingmesoftly”recuperado el día 5 de noviembre de: http://clilingmesoftly.wordpress.com/clil-models-3/the-4-cs-model-docoyle/
- “Colegio José Hierro” recuperado el día 7 de noviembre de: http://www.educa.madrid.org/web/cp.josehierro.parla/bilingue.htm
- “Onestopclil” recuperado el día 7 de noviembre de: http://www.onestopenglish.com/clil/
No hay comentarios:
Publicar un comentario