Create activating activities
Learners are different: they know different things, they have different cultural and linguistic backgrounds.
Learners are different: they know different things, they have different cultural and linguistic backgrounds.
When CLIL teachers activate existing knowledge and experiences, they can do so in various ways.
Each CLIL subject is concerned with its own content and language input, or ’discourse’.
In CLIL it is important for teachers to create opportunities for learners to practise content language.
Reviewing and evaluating learning can be an important source of information.
Using peer and self-assessment helps to make learners more independent.
Activating prior knowledge can increase the learner’s motivation.
Ateacher can organise the class in such a way that the learners talk to each other.
Learners are different: they know different things, they have different cultural and linguistic backgrounds.
Reviewing and evaluating learning can be an important source of information.
The way CLIL teachers evaluate their learners influences how learners learn.
Helping learners write well organised or well thought out essays can be extremely rewarding.
We define output as the production of language and content in the target language.
CLIL teachers guide learners to understand many types of input in English.
Lesson input can be defined as ‘information used to help learners understand ideas and to construct meaning’.
Activating prior knowledge or activating existing knowledge.
Tweetalig onderwijs (TTO) or Content and Language Integrated Learning (CLIL) is well established in the Netherlands.