Negotiation of meaning
Group and pair work can create effective opportunities for learners to use language.
Group and pair work can create effective opportunities for learners to use language.
Recycling vocabulary helps learners to understand it.
In the ideal CLIL classroom, lesson input is provided at the appropriate subject, academic and language level.
Learners cannot usually understand and retain a word when they first come across it.
Learners cannot usually understand and retain a word when they first come across it.
Group and pair work can create effective opportunities for learners to use language.
CLIL teachers may sometimes wonder why their learners seem to have difficulty using academic English.
Reviewing and evaluating can be an important source of information about bilingual learners’ language learning needs.
When CLIL teachers activate existing knowledge and experiences, they can do so in various ways.
One way of encouraging effective interaction for learning is by using information gap activities.
We define output as the production of language and content in the target language.
Lesson input can be defined as ‘information used to help learners understand ideas and to construct meaning’.
Helping learners write well organised or well thought out essays can be extremely rewarding.
The way CLIL teachers evaluate their learners influences how learners learn.
CLIL teachers guide learners to understand many types of input in English.
Tweetalig onderwijs (TTO) or Content and Language Integrated Learning (CLIL) is well established in the Netherlands.
Activating prior knowledge or activating existing knowledge.