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'To CLIL or not to CLIL.' : tot construint un projecte per a l'Europa Multilingüe
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A Quantitative Approach to FL Learner Oral Data : methodological Issues
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Content integration in bilingual education : educational and interactional practices in the
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Learning the Archimedes' principle in English… is also possible for students with special educational needs
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Les feines del mar. Aproximació i ús de les llengües a través de l'estudi del medi
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The keeping of journals in CLIL contexts : how to make reflection possible by teachers and pupils
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The role of tasks in CLIL program development
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Abstract:
III Colloquium on Semi-Immersion in Catalonia ; III Encuentro sobre Semi-Inmersión en Cataluña ; The goal of this paper is to discuss the role of tasks and task-based research may play in content and language integrated learning (CLIL) program development. In the last three decades, a large body of research has been conducted in all areas of task-based program development. A number of task-based approaches have looked at how task-based interaction and performance may contribute to L2 development and acquisition. Both from and interactive (i.e. looking at how learners or learners and teachers may interact) and cognitive (i.e. looking at how information is processed in the learners' mind) perspective, task-based research has triggered promising results for the balanced development of L2 production and acquisition. I suggest that such evidence can be useful for and complementary to current research into and implementation of CLIL. It is argued that content in many subjects (i.e. chemistry, geography) is often organized into tasks, and that program design in CLIL can benefit from what is known about task-based performance and its impact on learners' interlanguage development. The paper will first deal with how needs analysis may be used to identify the relationship between tasks, content, and language in CLIL. The paper will argue that a properly handled needs analysis will contribute to the identification of goals, processes, and outcomes, which in turn can inform program development. It is suggested that both content experts and language experts need to be involved in need analysis. Secondly, a series of suggestions will be made as to how tasks and content may be selected, sequenced, and graded. The paper will consider different criteria, such as difficulty or cognitive complexity which have been advanced for the sequencing of units within a program and will evaluate them critically. Thirdly, it will look at how research into task-based methodology may be applicable to a CLIL context. It will be posited that task design and pre-active, active, and post-active techniques devised for task implementation can provide useful clues to CLIL program development in this area. Finally, the paper will deal with the issue of evaluation in both task-based and CLIL approaches and will briefly tackle the issue of evaluating both content and language.
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Keyword:
Adquisició de llengües; Adquisición de lenguas; AICLE; Aprendizaje de lenguas; Aprenentatge de llengües; Bilingualism; Bilingüisme; Bilingüismo; CLIL; CLIL-SI; Didáctica; Didàctica; Didáctica de la lengua; Didàctica de la llengua; Educació plurilingüe; Educación plurilingüe; Enseñanza de lenguas; Ensenyament de llengües; Foreign language; Formació del professorat de llengua; Formación del profesorado de lengua; GREIP; ICE UAB; Immersió; Inmersión; Integració; Integración; Integration; Language acquisition; Language learning; Language pedagogy; Language teaching; Lengua extranjera; Llengua estrangera; Multilingualism; Multilingüisme; Multilingüismo; Plurilingual education; Plurilingualism; Plurilingüisme; Plurilingüismo; Second language; Segona llengua; Segunda lengua; Semiimmersió; Semiimmersion; Semiinmersión; Teacher Education; Teacher Training; TEFL
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URL: https://ddd.uab.cat/record/59866
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Using a socio-cultural CLIL pedagogical model to develop subject matter CLIL Courses
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CLIL courses as meeting points for teacher students and professional teachers from different disciplines - CLIL courses as effective platforms for creating cross-curricular projects
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Dix ans de pratique CLIL en Belgique multilingue. Un résumé des résultats d'apprentissage
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Becoming Reporters In A Clil Classroom: Development Of Shared Understanding Of Task Requirements In Group Work
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How plurilingualism contributes to the development of language and subject knowledge in a higher education CLIL classroom
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Let's become a reporter!, una experiència CLIL a l'IES Salvador Espriu
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Reading to Learn and to Develop Critical Thinking and the Learning of Science
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Wireless CLIL : un ejemplo de aprendizaje entre iguales utilizando videoconferencia
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