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.
Ateacher can organise the class in such a way that the learners talk to each other.
Differences between speaking and writing for CLIL.
Each CLIL subject is concerned with its own content and language input, or ’discourse’.
CLIL teachers sometimes wonder why learners seem to have difficulty using more academic English.
Learners are different: they know different things, they have different cultural and linguistic backgrounds.
CLIL teachers may sometimes wonder why their learners seem to have difficulty using academic English.
One useful way of guiding CLIL learners to process input is to provide scaffolding tools.
Since learners use different ways to take in input, it is useful if input is multimodal at various stages of a lesson.
In the ideal CLIL classroom, lesson input is provided at the appropriate subject, academic and language level.
Helping learners write well organised or well thought out essays can be extremely rewarding.
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’.
Tweetalig onderwijs (TTO) or Content and Language Integrated Learning (CLIL) is well established in the Netherlands.
We define output as the production of language and content in the target language.
The way CLIL teachers evaluate their learners influences how learners learn.
Activating prior knowledge or activating existing knowledge.