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CBI - CLIL

CBI - CLIL. OBJECTIVE: To learn about something rather than learning about language. These are similar but differ slightly in their focus. CBI- USA

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CBI - CLIL

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  1. CBI - CLIL

  2. OBJECTIVE: To learn about something rather than learning about language.

  3. These are similar but differ slightly in their focus.

  4. CBI- USA Involves a language teacher teaching through English working with a content teacher to co-teach a course for ESL learners. Aims at the goals of a content class.

  5. CLIL - Europe A dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. Why? => Multilingualism

  6. WHY DID THESE APPROACHES • BECOME POPULAR? • Application of principles of CLT. Information exchange. Ss learn the language as a product of learning about real-life content. • Basis for on-arrival and mainstream programs. • Support for immersion education. E.g. Canada. • Promotion of bilingualism through CLIL. Greater inclusion and economic strength.

  7. PRINCIPLES • A language is best learned when it is a means to understand content rather than the end itself. • CBI reflects learners’ needs for learning a second language. Both prepare in different ways. • Content provides the basis for activating cognitive and interactional processes that are the stating point for second language learning.

  8. THEORY OF LANGUAGE • Lexis is central in integrating language and content. Often technical and abstract. • Grammar is a resource for communicating content. Grammatical progression based on demands. • Language is text and discourse-based. Language is a vehicle for learning content, and content plays a role in language learning. This implies going beyond the sentence level.

  9. THEORY OF LANGUAGE • Language use draws on integrated skills. Grammar is not a separate dimension, it is a component of the other skills.

  10. THEORY OF LEARNING • Comprehension is a necessary condition for second language learning to occur. Ss need to understand the content through the second language. – Comprehensible language. • Negotiation of meaning. • Learning is facilitated through corrective feedback. Lls do not simply “pick up” the language when engaged in CBI or CLIL. They also need to work on accuracy.

  11. THEORY OF LEARNING • CORRECTIVE FEEDBACK (Lyster & Ranta, 1997): • Clarification requests. • Explicit correction • Recast • Elicitation • Repetition • Metalinguistic feedback

  12. THEORY OF LEARNING 4. Learning of content and language is facilitated by dialogic talk. Not just teacher-presentation. 5. Prior knowledge plays an important role in CBI. Activation of it (could be L1) 6. Scaffolded learning plays a role in CBI and CLIL. Temporary assistance. Dependent on a more knowledgeable person.

  13. DESIGN

  14. CBI OBJECTIVES • These depend on the type of CBI • ADJUNCT MODEL: Ss are enrolled in linked courses: content and language. Great deal of coordination. • SHELTERED MODEL: learners are given special assistance to help them understand regular classes. • ESL Ss grouped together.

  15. CBI OBJECTIVES These depend on the type of CBI 3. THEME-BASED MODEL:usually found in EFL contexts. Theme based CBI can be taught by an EFL teacher addressing students' interests. 4. SKILLS-BASED MODEL: focuses on on one academic language skill,

  16. CLIL OBJECTIVES Content-related: - Multiple perspectives of study Preparing for future studies Skills for working life Accessing subject-specific knowledge in another language.

  17. CLIL OBJECTIVES Language-related: Improve overall target language competence. (through exposure) Develop oral communication skills.(authentic) Introduce the learning and use of another language.

  18. CLIL OBJECTIVES CALP Cognitive Academic Language Proficiency. To perform academic tasks BICS: Basic Interpersonal Communication skills. Undemanding cognitively.

  19. SYLLABUS Depends on whether it is language or content-driven.

  20. LEARNER ROLES CBI: autonomous. They come to understand their own learning process and take charge of their own learning from the very beginning. CLIL: student-centred. Autonomous learner.

  21. TEACHER ROLES CBI-CLIL teachers often cooperate with another teacher to design courses and materials. In CBI Ts have to familiarize with difficult content at times. Ts have to foster comprehension. In CLIL Ts are expected to modify the language they use in teaching content through a second language, to give additional support for comprehension. Provide dialogic and scaffolded instruction.

  22. MATERIAL These play an important role and are specially designed to teach content subjects. Teacher usually have to create or modify exiting ones. Activities: Visuals, charts, graphic organizers, pre-teaching vocabulary and establishing background information.

  23. LIMITATIONS WHAT LIMITATIONS DO YOU FIND?

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