CLIL教学法

LanguageAwareness&ContentandLanguageIntegratedLearningStructureofPresentationsPartI:Introduction&EarlydevelopmentPartII:MajorcontributionsPartIII:WorkinprogressPartIV:FuturedirectionsPartV:DiscussionIntroduction&EarlydevelopmentLanguageAwareness(LA)RangeItcoversabroadrangeofissuesconcerninglearning,teachingandusinglanguage;ConcernsItinvolvesachievingdeeperunderstandingofhowlanguageisusedtoachievespecificgoals;EffectsItmaybringaboutpositiveornegativeresults.DevelopmentofLADuringthe1980sTheLAmovementoriginallyfocusedonexplicitknowledgeofgrammarandfunction;MuchworkwascarriedoutintheUKinrelationtosocialinequalitiesandlowstandardsofliteracyinL1;Sincethe1980sAdrivingforcehasbeenonthelearningofasecondlanguage,andcriticallanguageawareness;Focuswasonthelearnerstounderstandtheprocessoflearningandtheuseoflanguage;DevelopmentofLAAssociationofLanguageAwareness(2006)describedtheareaasfocusingon“explicitknowledgeaboutthelanguage,andconsciousperceptionandsensitivityinlanguagelearning,languageteachingandlanguageuse”.AsoneaspectofLAmovement,namelyhowpeopleeffectivelylearnlanguages,CLILemerged.ContentandLanguageIntegratedLearning(CLIL)CLILisagenerictermreferringtotheteachingofsubjectsinadifferentlanguagefromthemainstreamlanguageofinstruction;Dual-focusedonbothtopicandlanguage;“thenon-languagesubjectisnottaughtinaforeignlanguagebutwithandthroughaforeignlanguage”(Eurydice2006,p.8).CLIL-IncredibleTeachingTip(video)CLIL-IncredibleTeachingTip(video)WhyisCLILoutstanding?CLILisinspiredby“importantmethodologicalprinciples…suchastheneedforlearnerstobeexposedtoasituationcallingforgenuinecommunication”(Eurydice2006,p.9);CLILgoesbeyondaimingfordevelopmentoftypesoflower-orderthinkingskillstowardshigher-orderskills.ThisdifferentiatesCLILfromothertypesofcontent-orientedlanguagelearningapproaches.WhyisCLILoutstanding?“CLILenableslanguagestobetaughtonarelativelyintensivebasiswithoutclaiminganexcessiveshareofschooltimetable”(Eurydice2006,p.9);CLILcanactivateyounglearners’“communicationawareness”bothinL1andL2,andthuswillmotivatethemtolearn.MajorcontributionsDevelopmentofCLILCulturaldiversity;newtechnology;neworadaptedformsofcommunication;Globalizationandthe“knowledgesociety”ReconsideringmaximizingliteracylevelsinL1andL2,inspecificlanguagedomainsDevelopmentofintegratededucationalapproachesMajorContributionsofCLILCLILmovementresultedinmovingbeyondlinguisticgoalsthatarepredominantlyutilitarian,towardsthosethatarepragmatic;“thepropagationofCLILrespondstothegrowingneedforefficientlinguisticskills,bearinginmindthatthemajorconcernisabouteducation…andthemultiplelanguageproficiencyistheaddedvalue…atnocosttootherskillsandknowledge,ifproperlydesigned”(Fishman1989,p.447).MajorContributionsofCLILOutsideofEurope,themajorcontributionsoriginallycamefromtheworkonimmersioninCanada,wheremorethan1000keystudieshavebeenpublished.However,thoseCLILmodelswhichgaveparticularinteresttohowcontentisnegotiatedandlearnt,andhowthinkingskillsareapplied,meantthatpredominantinterestinlanguagebecamediminished.Thisisdivergentfromimmersion.WORKINPROGERSSFivedimensions:1.TheCultureDimension-Cultix2.TheEnvironmentDimension-Entix3.TheLanguageDimension-Lantix4.TheContentDimension-Contix5.TheLearningDimension-LearntixApan-Europeansurvey:whyCLILwasbeingintroducedacrossEurope(Marsh,MaljersandHartiala,2001)ContixEntixLantixCultixLearntixage-rangeoflearnerssocio-linguisticenvironmentdegreeofexposuretoCLILThedimensionsareheavilyinter-relatedinCLILpractice.LantixCultixThetypesofinterestsfoundwithlanguageawareness;knowledgeaboutlanguage,sensitivitytoaspectsoflanguagelearning,insightintolanguageuseintermsofcriticalthinkingskillsandinterpersonalcommunication.DistinguishingthedimensionsallowsustoidentifythereasonswhyCLILisimplementedindiverseEuropeancontexts.The2001surveyreportwasafirststeptowardsdescribingCLILtypeswhichfollowstheworkonsituationalandoperationalvariablesinbilingualeducationreportedbyMackay(1970)andSpolsky,GreenandRead(1974)ThedimensionsreporteddonotdenotespecifictypesofCLIL.TheyconcernthegoalsunderpinningCLILmodels.1.TheculturedimensionA.buildinginterculturalknowledgeandunderstandingB.developinginterculturalcommunicationskill…2.TheenvironmentdimensionA.preparingforinternationalization.B.enhancingschoolprofile…3.ThelanguagedimensionA.improvingoveralltargetlanguagecompetenceB.Deepeningawarenessofknowledgeoflanguage,andlanguageuse…4.ThecontentdimensionA.providingopportunitiestostudycontentthroughdifferentperspectivesB.preparingforfuturestudiesand/orworkinglife…5.ThelearningdimensionA.complementingindividuallearningstrategiesB.increasinglearnermotivation…(Marsh,MaljersandHaritiala,2001,p.16)Researchintereststendtobeonsituational,operationalandoutcomeparameters.ThesefocusonthetheoreticalprinciplesunderpinningCLIL;themethodologies;thelearningenvironment;andmeansbywhichtoassessimpact.TheoreticalbasisforCLILinCoyle(2005,p.6)HowthisapproachcanRaiselearnerlinguisticcompetenceandconfidenceRaiseteacherandlearnerexpectationsDeveloprisk-takingandproblem-solvingskillsand