scholarly journals CONTENT AND LANGUAGE INTEGRATED LEARNING AT AN EARLY AGE: POSSIBILITIES AND LIMITATIONS

2014 ◽  
Vol 6 (2) ◽  
pp. 26-33
Author(s):  
Tilen Smajla
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Small Scale ◽  
Integrated Learning ◽  
Educational Approach ◽  
Learning And Teaching ◽  
Language Class ◽  
Perceptions And Attitudes ◽  
Future Work

Content and Language Integrated Learning (CLIL) as an educational approach has a dual focus in which an additional language is used for the learning and teaching of both content and language (Coyle, Hood and Marsh, 2010, p. 1; Criado and Sánches, 2012). The research focuses on early foreign language learning (EFLL) through CLIL. A small scale research has been carried out in year three in an elementary school analysing parents’ perceptions and attitudes regarding EFLL, the implementation of the CLIL approach, and wellbeing in class. The results were obtained by administering an anonymous questionnaire to parents of children in the aforementioned class and showed a high appreciation of the CLIL approach, further, the parents deem EFLL as a very important factor for the future work and study of their off-spring. In addition, the research showed the appreciation of parents for the wellbeing of their offspring in a foreign language class. The latter is of great importance, since it significantly lowers anxiety levels and boosts the learning impact. Key words: CLIL, EFLL, young learners, parents’ attitudes and perceptions, wellbeing.

scholarly journals Content and language integrated learning as a means to increase students’ motivation

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 116-121
Author(s):  
Olena Rudychyk
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Theoretical Research ◽  
Integrated Learning ◽  
Literature Study ◽  
Learning And Teaching ◽  
The Core ◽  
The World ◽  
Teaching Learning

The issue concerning popularisation and relevance of foreign language learning and teaching has provoked a deep interest to analyse and study the world experience of modern methods and approaches to teaching a foreign language which provide positive results. The article considers the approach of content and language integrated learning (CLIL) and peculiarities of its implementation in different countries. A brief analysis of the CLIL approach formation, the preconditions and sources of its establishments are represented. Moreover, the basic difference between CLIL and previous communicative approaches is illustrated. The article illuminates the varieties of CLIL implementation round the world. Scientific and methodological literature on the topic is reviewed. In the article, theoretical research methods are used: literature study, analysis, synthesis, and generalisation. The article points out the core principles and key requirements needed to implement the approach of content and language integrated learning successfully. The idea of a dual focus is explained: both professional and linguistic competences are developed at the same time. One of the core obstacles is knowledge evaluation, as there is no singular criterion in this concern. Scholars agree with the idea to separate marks. Therefore, a learner gets his/her mark (grade) for profession-oriented skills and linguistic ones separately. Both native and foreign languages learned within the course are correlated, the variations of their interconnection are analysed. Besides positive features, the articles analyses the main problems which a teacher may face during the lessons based on the content and language integrated learning approach. The main obstacles are as follows: lack of qualified and experienced teachers, methodological support, dissemination among social communities. The approach of content and language integrated learning is flexible and can be easily adapted to any teaching/learning/educational environment. Its variability and flexibility make it extremely popular with students. Furthermore, it tends to create a positive attitude to education and makes students more motivated.

scholarly journals Christopher Brumfit Award 2014

2015 ◽  
Vol 48 (4) ◽  
pp. 433-433
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2014 Christopher Brumfit thesis award is Dr Hilde van Zeeland. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

scholarly journals Altérité et inclusion. Du corps propre au corps social en classe de langue : emprunts à la danse contemporaine

2013 ◽  
Vol 10 (2) ◽  
pp. 9-21
Author(s):  
Marie-Paule Muller-Jaecki
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Approach ◽  
Contemporary Dance ◽  
Social Body ◽  
Language Class ◽  
The Creation

La classe de langue étrangère, par la transformation du corps propre qu’elle présuppose afin d’accéder à un nouveau corps social, place-t-elle l’élève en situation de handicap et génère-t-elle de la souffrance ? Est-il possible de l’éviter ? La réflexion menée part de l’observation d’expériences vécues en danse contemporaine autour de la création de performances incluant des danseurs en situation de handicap. L’analyse de la démarche pédagogique adoptée fait émerger des constantes qui contribuent à l’inclusion de chaque danseur. Elle peut être source d’inspiration pour l’enseignant afin de construire une dynamique d’apprentissage d’une langue étrangère où chaque élève se sente compétent. Otherness and inclusion. What can contemporary dance bring to the foreign language class for learners to access a new social body? The foreign language class implies a transformation of the learner’s own body in order to access a new social body. Does it thereby handicap pupils, generating suffering? Is it possible to avoid this? The following reflection starts from the observation of experiences in contemporary dance, related to the creation of performances including disabled dancers. The analysis of the pedagogy reveals constants which contribute to the inclusion of every dancer. It can inspire teachers in order to design a foreign language learning approach in which each pupil feels competent.

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