2. The Content and Language Integrated Learning

Content and Language Integrated Learning (CLIL) has become the umbrella term describing both learning another (content) subject such as physics or geography through the medium of a foreign language and learning a foreign language by studying a content-based subject.

 

Why is CLIL important? With the expansion of the European Union, diversity of language and the need for communication are seen as central issues.

• Even with English as the main language, other languages are unlikely to disappear. Some countries have strong views regarding the use of other languages within their borders.

• With increased contact between countries, there will be an increase in the need for communicative skills in a second or third language.

• Languages will play a key role in curricula across Europe. Attention needs to be given to the training of teachers and the development of frameworks and methods which will improve the quality of language education

• The European Commission has been looking into the state of bilingualism and language education since the 1990s, and has a clear vision of a multilingual Europe in which people can function in two or three languages.

 

How does CLIL work? The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners.

• Knowledge of the language becomes the means of learning content

• Language is integrated into the broad curriculum

• Learning is improved through increased motivation and the study of natural language seen in context. When learners are interested in a topic they are motivated to acquire language to communicate

• CLIL is based on language acquisition rather than enforced learning

• Language is seen in real-life situations in which students can acquire the language. This is natural language development which builds on other forms of learning

• CLIL is long-term learning. Students become academically proficient in English after 5-7 years in a good bilingual programme

• Fluency is more important than accuracy and errors are a natural part of language learning. Learners develop fluency in English by using English to communicate for a variety of purposes

• Reading is the essential skill.

The advantages of CLIL

CLIL helps to:

• Introduce the wider cultural context

• Prepare for internationalisation

• Access International Certification and enhance the school profile

• Improve overall and specific language competence

• Prepare for future studies and / or working life

• Develop multilingual interests and attitudes

• Diversify methods & forms of classroom teaching and learning

• Increase learner motivation.

2.Strategies-based instruction

Much of the work of researchers and teachers on the application of both learning and communication strategies to classroom learning has come to be known generically as strategies-based instruction(SBI) (McDonough 1999, Cohen 1998), or as learner strategy training. As we seek to make the language classroom an effective milieu for learning, it has become increas­ingly apparent that "teaching learners how to learn" is crucial. Wenden (1985) was among the first to assert that learner strategies are the key to learner autonomy, and that one of the most important goals of language teaching should be the facilitation of that autonomy.

Teachers can benefit from an understanding of what makes learners successful and unsuccessful, and establish in the classroom a milieu for the realization of successful strategies. Teachers cannot always expect instant success in that effort since students often bring with them certain precon­ceived notions of what "ought" to go on in the classroom (Bialystok 1985). However, it has been found that students will benefit from SBI if they (a) understand the strategy itself, (b) perceive it to be effective, and (c) do not consider its implementation to be overly difficult (Maclntyre & Noels 1996). Therefore our efforts to teach students some technical know-how about how to tackle a language are well advised.

Several different models of SBI are now being practiced in language classes around the world.

1. As part of a standard communicative methodology, teachers help students to become aware of their own style preferences and the strategies that are derived from those styles (Thompson & Rubin 1996, Oxford 1990a). (See also the "In the Classroom" vignette at the end of this chapter for some details.) Through checklists, tests, and interviews, teachers can become aware of students' ten­dencies and then offer advice on beneficial in-class and extra-class strategies.

2. Teachers can embed strategy awareness and practice into their pedagogy (Rubin &Thompson 1994; Brown 1989,1990; Ellis & Sinclair 1989). As they utilize such techniques as communicative games, rapid reading, fluency exercises, and error analysis, teachers can help students both consciously and subconsciously to practice successful strategies.

3. Certain compensatory techniques are sometimes practiced to help students overcome certain weaknesses. Omaggio (1981) provided diagnostic instruments and procedures for determining students' preferences, then outlined exercises that help students to overcome certain blocks or to develop successful strategies here they are weak.

4. Finally, textbooks (Brown 1998, Chamot, O'Malley & Kupper 1992) include strategy instruction as part of a content-centered approach.

One of the most useful manuals of SBI available is Rebecca Oxford's (1990a) practical guide for teachers. She outlined a host of learning and communication strategies that have been successful among learners. Her taxonomy is both comprehensive and practical.

These suggestions for bringing strategies-based instruction into the classroom of course only begin to provide an idea of what can be done to sensitize learners to the importance of taking charge of their own learning—of taking some responsibility for their even­tual success and not just leaving it all up to the teacher to "deliver" everything to them. If teachers everywhere would do no more than simply follow the above suggestions, significant steps could be made toward encouraging students to make a strategic investment in their own language learning success.

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