CLIL in context: practical guidance for educators
Gespeichert in:
| Beteiligte Personen: | , |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Cambridge, United Kingdom
Cambridge University Press
2016
|
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029245952&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029245952&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | x, 250 Seiten |
| ISBN: | 9781316609453 |
Internformat
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Datensatz im Suchindex
| _version_ | 1819281724859744256 |
|---|---|
| adam_text | CONTENTS
Foreword: Peeter Mehisto vii
Acknowledgements ix
About the authors x
ONE Introduction 1
Bilingualism in the twenty-first century 2
A new approach to language instruction 5
Educational contexts 6
Immersion (IMM) 8
Education for immigrant and indigenous-language students (ILS) 10
Foreign-language (FL) programmes 13
International schools (INT) 16
Implementing CLIL in different language contexts 19
How teachers plan instruction 21
How teachers teach 24
How teachers assess 25
Special features of the book 26
Definition of terms 26
TWO Key principles of CLIL 29
1. Additional-language instruction is more effective when integrated
with content instruction 31
2. Explicit and systematic language instruction is important 33
3. Student engagement is the engine of learning 37
4. Both languages should have equally high status 41
5. The first language is a tool for additional-language learning 43
6. Classroom-based assessment is critical for programme success 46
7. All children can become bilingual 47
8. Strong leadership is critical for successful dual-language teaching 50
Summary 54
THREE Snapshots of CLIL 55
CLIL in IMM contexts 59
Overview 59
Rationale 62
Inside an IMM classroom 63
CLIL in ILS contexts 65
Overview 65
Dual-language CLIL for minority-language students 66
Caveat 67
Rationale 68
Inside a DL-CLIL classroom 70
Monolingual CLIL for minority-language students 73
Rationale 73
Inside an ML-CLIL classroom 74
CLIL in FL contexts * 76
Rationale 78
Inside an FL-CLIL classroom 78
CLIL in INT contexts 79
Summary 82
FOUR Planning for content and language integrated instruction 83
Preparing school staff and the community for a new CLIL programme 84
Organising the curriculum and scheduling 90
CLIL programmes that aim for high levels of bilingualism:
IMM, ILS and INT contexts 94
CLIL programmes that do not aim for high levels of bilingualism:
FL-CLIL programmes 96
Independence of the FL curriculum 9 6
Pressure from international examinations 96
ILS and INT schools 97
Setting objectives 99
Primary objectives: Content and language 100
Content and language objectives in the four educational contexts 106
Secondary objectives 106
Cross-linguistic objectives 108
Cross-cultural objectives 110
General learning skills objectives 111
Secondary objectives in the four educational contexts 112
Three-phase lesson or unit planning 113
The preview phase 113
The focused-learning phase 114
The extension phase 114
Resources 116
Human resources: Qualifications of teachers and administrators 116
Professional development 117
Material resources 119
Summary 120
FIVE Teaching content and language integrated lessons 125
The preview phase 131
Scaffolding 132
Building on prior knowledge 133
Building language 13 4
Language use in the four educational contexts 135
Using concrete referents 139
Preview-phase activities 139
Focused-learning phase 143
Paying attention to students’ language 144
Balancing direct instruction with discovery of concepts by students 146
Useful activities during the focused learning phase 148
Extension phase 154
Extension-phase activities 156
Materials 158
Summary 161
SIX Coordination and integration: The way we work together 163
Coordination involving students 164
Coordination among CLIL staff 166
Challenges 168
Strategies for coordination 170
Coordination across grade levels 173
Coordination between the CLIL programme and the rest of the school 173
Coordination outside of school 176
How can students’ families and their communities contribute to the
learning process? 176
The contributions approach 180
The additive approach 181
Participation of family and community in the school or classroom 182
The transformation approach 183
How can students contribute to their community? 184
The social action approach 185
Extending activities into the community 185
Activities for extending the unit on renewable energy into the community 186
SEVEN Assessment: in CLIL classrooms 191
Getting started: Identifying your goals for assessment 192
Effective assessment 196
Unique aspects of assessment in CLIL classrooms 199
Alternative assessment tools 204
x. Observation 205
2. Portfolios 210
3. Conferences 211
4. Dialogue journals and learning logs 2x2
Student self-assessment 2x2
Tests 2x3
Test formats 2x6
Summary 2x9
EIGHT Summing up 221
The eight key principles of CLIL: A checklist for implementation 222
Complete CLIL unit planning form: Renewable sources of energy 229
Last words: From CLIL students 236
References 239
Index 247
in CLIL In Context: Practical Guidance for Educators, Fred Genesee and Else
Hamayan discuss the theory behind CLIL and research evidence that supports best
practices in K-12 CLIL programmes. The authors discuss how to adapt CLIL so that it
is effective in different education contexts - immersion-type programmes, international
schools, schools with immigrant and indigenous language students, and foreign
language classrooms. They consider key principles for making CLIL effective and
provide practical guidance on how to design strong CLIL programmes and implement
effective CLIL instruction. Specific chapters are devoted to making CLIL instruction
work for different learners in different contexts, including foreign language school
programmes. The authors also look at how teachers can work together to implement
CLIL effectively, how to find and create the resources needed for effective CLIL, and
how to assess CLIL programmes and CLIL instruction in the classroom.
Special features
* Additional Resources for Teachers give readers additional sources of information
and tips that are useful for implementing CLIL effectively.
* Special Notes provide tips and guidance for educators who have a specialised or
specific role in a CLIL programme, such as administrators, parents, teachers at higher
or lower grade levels, or teachers of students with special needs.
* Research Notes present short summaries of important research findings that are
linked to specific classroom practices or programme features.
* Personal Perspectives in each chapter provide short commentaries from teachers
and other experts describing experiences teaching in CLIL programmes in different
educational contexts. They give readers firsthand accounts of life in a CLIL
programme.
* Checklists that appear throughout the book provide useful tools for planning
classroom instruction and programme development, and for evaluating their
effectiveness.
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| isbn | 9781316609453 |
| language | English |
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| subject_GND | (DE-588)7709468-2 (DE-588)4018428-6 |
| title | CLIL in context practical guidance for educators |
| title_auth | CLIL in context practical guidance for educators |
| title_exact_search | CLIL in context practical guidance for educators |
| title_full | CLIL in context practical guidance for educators Fred Genesee and Else Hamayan |
| title_fullStr | CLIL in context practical guidance for educators Fred Genesee and Else Hamayan |
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| title_short | CLIL in context |
| title_sort | clil in context practical guidance for educators |
| title_sub | practical guidance for educators |
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