Clil Esssay
CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)
FINAL ESSAY
Index:
The objective ----------------------------------------------------------------------- pg. 3
CLIL and Political Domination------------------------------------------------- pg. 3 and 4
CLIL and the Role of Teachers------------------------------------------------ pg. 4
CLIL and Content ------------------------------------------------------------------ pg. 5, 6 and 7
CLIL and Materials ---------------------------------------------------------------- pg. 7
Conclusion --------------------------------------------------------------------------- pg. 7 and 8
Bibliography ------------------------------------------------------------------------- pg. 9
The objective This final essay has the purpose of analyzing some possible disadvantages that might arise in the CLIL application. By doing that, I expect to go further than just make a list of problems but also present a fair trial where both local and international settings are taken into account. It has the aim of looking closer the caveats presented in our reading material (Unit 5) so as to establish the veracity of the arguments and the extent of their implications. Also, it will allow an honest overview of CLIL application in my language center where I teach and coordinate. It doesn’t intend to convict or absolve CLIL as a method but expose its advantages and disadvantages as well as its applicability in my context.
“CLIL, or Content and Language Integrated Learning, is an umbrella term covering teaching contexts in which subject content is taught through another language. (Kay Bentley, 2009:9)1
CLIL and Political domination It is said that CLIL can be used for non-orthodox linguistic purposes serving as an agent to impose political domination through language. This argument is sustained when more traditional languages are the only ones to consider, especially English. However, CLIL can also be a tool for teaching
FINAL ESSAY
Index:
The objective ----------------------------------------------------------------------- pg. 3
CLIL and Political Domination------------------------------------------------- pg. 3 and 4
CLIL and the Role of Teachers------------------------------------------------ pg. 4
CLIL and Content ------------------------------------------------------------------ pg. 5, 6 and 7
CLIL and Materials ---------------------------------------------------------------- pg. 7
Conclusion --------------------------------------------------------------------------- pg. 7 and 8
Bibliography ------------------------------------------------------------------------- pg. 9
The objective This final essay has the purpose of analyzing some possible disadvantages that might arise in the CLIL application. By doing that, I expect to go further than just make a list of problems but also present a fair trial where both local and international settings are taken into account. It has the aim of looking closer the caveats presented in our reading material (Unit 5) so as to establish the veracity of the arguments and the extent of their implications. Also, it will allow an honest overview of CLIL application in my language center where I teach and coordinate. It doesn’t intend to convict or absolve CLIL as a method but expose its advantages and disadvantages as well as its applicability in my context.
“CLIL, or Content and Language Integrated Learning, is an umbrella term covering teaching contexts in which subject content is taught through another language. (Kay Bentley, 2009:9)1
CLIL and Political domination It is said that CLIL can be used for non-orthodox linguistic purposes serving as an agent to impose political domination through language. This argument is sustained when more traditional languages are the only ones to consider, especially English. However, CLIL can also be a tool for teaching
Bibliography: “CLIL, or Content and Language Integrated Learning, is an umbrella term covering teaching contexts in which subject content is taught through another language. (Kay Bentley, 2009:9)1 CLIL and Political domination BIBLIOGRAPHY 1 Bentley, K (2009) 6 Marsh, David – Language awareness and CLIL (Encyclopedia of Language and Education, 2008)