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INTERNAZIONALIZZAZIONE DELLA DIDATTICA

INTERNAZIONALIZZAZIONE DELLA DIDATTICA. CLIL in Higher Education. November 10 th , 2010. Definizione del termine Quadro storico Implicazioni metodologiche. Aspetti scientifico-metodologici dell’apprendimento in ambiente CLIL. CLIL Methodology (Content and Language Integrated Learning).

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INTERNAZIONALIZZAZIONE DELLA DIDATTICA

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  1. INTERNAZIONALIZZAZIONE DELLA DIDATTICA CLIL in Higher Education November 10th, 2010

  2. Definizione del termine Quadro storico Implicazioni metodologiche Aspetti scientifico-metodologici dell’apprendimento in ambiente CLIL

  3. CLIL Methodology (Content and Language Integrated Learning) Umbrella term which includes a wide range of initiatives of teaching content subjects through a foreign language either individually or as part of a full bilingual section

  4. European dimension Pressure for promoting multilingualism Italian dimension Progetto lingue 2000 Riforma Moratti Riforma Gelmini

  5. CLIL Conference – Tallin, Oct. 2008 CLIL Conference – Urbino, Feb. 2009 CLIL Conference – Eichstätt, Oct. 2010 CLIL in University Instruction

  6. Campus Steyr: Why CLIL? START content taught in English

  7. Use of target L. as a MEDIUM of instruction Core objectives: Advanced levels of functional proficiency in written and oral aspects of TL Full levels of competence in MT Full levels of achievement in all aspects of the standard curriculum CLIL: FUNDAMENTAL PRINCIPLES

  8. Use of TL as a medium for regular academic instruction Language acquisition is more successful when the L. is used for meaningful communication (= first language acquisition) Academic subjects provide the meaningful context The TL is also taught via direct instruction Students are encouraged to use the TL

  9. Some crucial questions • CAN STS. LEARN SEVERAL Ls. VIA INSTRUCTION? • CAN CLIL PROGRAMMES FIT IN WITH THE PRESENT EDUCATION SYSTEMS? • DO THE PROGRAMME OUTCOMES JUSTIFY THE EFFORT?

  10. Contextual support: diagrams, visual aids, mind maps, organizers, formulas … Content = learners’ prior knowledge + new information Language = pre-, while-, post-reading activities (about key vocabulary items, key ideas, text structure) Adapting materials

  11. to promote comprehension and acquisition i + 1 = input + one stage beyond Interaction: negotiation of meaning Modification of input Intake Output Improved negotiation strategies Comprehensible input

  12. From the target language: ENGLISH to the mother tongue: ITALIAN limited to informal writing to highlight difficulties in a systematic way Code-switching

  13. “Meaning comes before form” Inductive approach Vocabulary building Language awareness in CLIL

  14. Inferring the meaning of words 2. Working with dictionaries 3. Working with mental vocabularies 4. Integrating vocabulary Vocabulary building

  15. Recommendations for instructors Université Libre de Bruxelles Vrije Universiteit Brussel “A DISCUSSION BRIEF OF CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) AT THE FACULTY OF APPLIED SCIENCES”

  16. 1. Adaptation period Rate of speech Introduction of new vocabulary Overview at the beginning of each lesson 2. Materials and visual aids Key words Reference books in L2 Glossaries

  17. Speed of speech... Pronunciation not an issue L2 use in lectures, practicals and laboratory work - Paraphrasing and reformulating Interactive approach, even in lectures

  18. Group work Assessment: L1 or L2? Student feedback Collaboration between language teachers and content teachers

  19. Servizio di consulenza: metodologica linguistica CENTRO DI CONSULENZA DIDATTICA CLIL

  20. Adaptation period Code-switching Note-taking in L2 Use of L2 in class and labs Language resources Exam preparation and presentation in L2 Recommendations for students

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