CLIL教学法概要1.pptVIP

Language Awareness  Content and Language Integrated Learning Structure of Presentations Part I: Introduction Early development Part II: Major contributions Part III: Work in progress Part IV: Future directions Part V: Discussion Language Awareness (LA) Range It covers a broad range of issues concerning learning, teaching and using language; Concerns It involves achieving deeper understanding of how language is used to achieve specific goals; Effects It may bring about positive or negative results. Development of LA During the 1980s The LA movement originally focused on explicit knowledge of grammar and function; Much work was carried out in the UK in relation to social inequalities and low standards of literacy in L1; Since the 1980s A driving force has been on the learning of a second language, and critical language awareness; Focus was on the learners to understand the process of learning and the use of language; Development of LA Association of Language Awareness (2006) described the area as focusing on “explicit knowledge about the language, and conscious perception and sensitivity in language learning, language teaching and language use”. As one aspect of LA movement, namely how people effectively learn languages, CLIL emerged. Content and Language Integrated Learning (CLIL) CLIL is a generic term referring to the teaching of subjects in a different language from the mainstream language of instruction; Dual-focused on both topic and language; “the non-language subject is not taught in a foreign language but with and through a foreign language” (Eurydice 2006, p. 8). CLIL-Incredible Teaching Tip (video) CLIL-Incredible Teaching Tip (video) Why is CLIL outstanding? CLIL is inspired by “important methodological principles…such as the need for learners to be exposed to a situation calling for genuine communication” (Eurydice 2006, p. 9) ; CLIL goes beyond aiming for development of types of lower-order thinking s