CLIL教學(xué)法教學(xué)講解課件_第1頁
CLIL教學(xué)法教學(xué)講解課件_第2頁
CLIL教學(xué)法教學(xué)講解課件_第3頁
CLIL教學(xué)法教學(xué)講解課件_第4頁
CLIL教學(xué)法教學(xué)講解課件_第5頁
已閱讀5頁，還剩65頁未讀， 繼續(xù)免費閱讀

下載本文檔

版權(quán)說明：本文檔由用戶提供并上傳，收益歸屬內(nèi)容提供方，若內(nèi)容存在侵權(quán)，請進(jìn)行舉報或認(rèn)領(lǐng)

文檔簡介

LanguageAwareness

&

ContentandLanguageIntegratedLearning

LanguageAwareness

&

Content1StructureofPresentationsPartI:Introduction&EarlydevelopmentPartII:MajorcontributionsPartIII:WorkinprogressPartIV:FuturedirectionsPartV:DiscussionStructureofPresentationsPartIntroduction&EarlydevelopmentIntroductionLanguageAwareness(LA)RangeItcoversabroadrangeofissuesconcerninglearning,teachingandusinglanguage;Concerns

Itinvolvesachievingdeeperunderstandingofhowlanguageisusedtoachievespecificgoals;EffectsItmaybringaboutpositiveornegativeresults.LanguageAwareness(LA)RangeDevelopmentofLADuringthe1980sTheLAmovementoriginallyfocusedonexplicitknowledgeofgrammarandfunction;MuchworkwascarriedoutintheUKinrelationtosocialinequalitiesandlowstandardsofliteracyinL1;Sincethe1980sAdrivingforcehasbeenonthelearningofasecondlanguage,andcriticallanguageawareness;Focuswasonthelearnerstounderstandtheprocessoflearningandtheuseoflanguage;DevelopmentofLADuringthe1DevelopmentofLAAssociationofLanguageAwareness(2006)describedtheareaasfocusingon“explicitknowledgeaboutthelanguage,andconsciousperceptionandsensitivityinlanguagelearning,languageteachingandlanguageuse”.AsoneaspectofLAmovement,namelyhowpeopleeffectivelylearnlanguages,CLILemerged.

DevelopmentofLAAssociationContentandLanguageIntegratedLearning(CLIL)CLILisagenerictermreferringtotheteachingofsubjectsinadifferentlanguagefromthemainstreamlanguageofinstruction;Dual-focusedonbothtopicandlanguage;“thenon-languagesubjectisnottaughtinaforeignlanguagebutwithandthroughaforeignlanguage”(Eurydice2006,p.8).ContentandLanguageIntegrateCLIL-IncredibleTeachingTip(video)CLIL-IncredibleTeachingTip(CLIL-IncredibleTeachingTip(video)CLIL-IncredibleTeachingTip(WhyisCLILoutstanding?CLILisinspiredby“importantmethodologicalprinciples…suchastheneedforlearnerstobeexposedtoasituationcallingforgenuinecommunication”(Eurydice2006,p.9);CLILgoesbeyondaimingfordevelopmentoftypesoflower-orderthinkingskillstowardshigher-orderskills.ThisdifferentiatesCLILfromothertypesofcontent-orientedlanguagelearningapproaches.WhyisCLILoutstanding?CLILiWhyisCLILoutstanding?“CLILenableslanguagestobetaughtonarelativelyintensivebasiswithoutclaiminganexcessiveshareofschooltimetable”(Eurydice2006,p.9);CLILcanactivateyounglearners’“communicationawareness”bothinL1andL2,andthuswillmotivatethemtolearn.WhyisCLILoutstanding?“CLILMajorcontributionsMajorcontributionsDevelopmentofCLILCulturaldiversity;newtechnology;neworadaptedformsofcommunication;Globalizationandthe“knowledgesociety”ReconsideringmaximizingliteracylevelsinL1andL2,inspecificlanguagedomainsDevelopment

ofintegratededucationalapproachesDevelopmentofCLILCulturaldiMajorContributionsofCLILCLILmovementresultedinmovingbeyondlinguisticgoalsthatarepredominantlyutilitarian,towardsthosethatarepragmatic;“thepropagationofCLILrespondstothegrowingneedforefficientlinguisticskills,bearinginmindthatthemajorconcernisabouteducation…andthemultiplelanguageproficiencyistheaddedvalue…atnocosttootherskillsandknowledge,ifproperlydesigned”(Fishman1989,p.447).MajorContributionsofCLILCLIMajorContributionsofCLILOutsideofEurope,themajorcontributionsoriginallycamefromtheworkonimmersioninCanada,wheremorethan1000keystudieshavebeenpublished.However,thoseCLILmodelswhichgaveparticularinteresttohowcontentisnegotiatedandlearnt,andhowthinkingskillsareapplied,meantthatpredominantinterestinlanguagebecamediminished.Thisisdivergentfromimmersion.MajorContributionsofCLILOutWORKINPROGERSSWORKINPROGERSSFivedimensions:TheCultureDimension-CultixTheEnvironmentDimension-EntixTheLanguageDimension-LantixTheContentDimension-ContixTheLearningDimension-LearntixApan-Europeansurvey:whyCLILwasbeingintroducedacrossEurope

(Marsh,MaljersandHartiala,2001)

Fivedimensions:Apan-EuropeanContixEntixLantixCultixLearntixage-rangeoflearnerssocio-linguisticenvironmentdegreeofexposuretoCLILThedimensionsareheavilyinter-relatedinCLILpractice.LantixCultixThetypesofinterestsfoundwithlanguageawareness;knowledgeaboutlanguage,sensitivitytoaspectsoflanguagelearning,insightintolanguageuseintermsofcriticalthinkingskillsandinterpersonalcommunication.ContixEntixLantixCultixLearntiDistinguishingthedimensionsallowsustoidentifythereasonswhyCLILisimplementedindiverseEuropeancontexts.

The2001surveyreportwasafirststeptowardsdescribingCLILtypeswhichfollowstheworkonsituationalandoperationalvariablesinbilingualeducationreportedbyMackay(1970)andSpolsky,GreenandRead(1974)

ThedimensionsreporteddonotdenotespecifictypesofCLIL.TheyconcernthegoalsunderpinningCLILmodels.

Distinguishingthedimensions1.TheculturedimensionA.buildinginterculturalknowledgeandunderstandingB.developinginterculturalcommunicationskill…2.TheenvironmentdimensionA.preparingforinternationalization.B.enhancingschoolprofile…3.ThelanguagedimensionA.improvingoveralltargetlanguagecompetenceB.Deepeningawarenessofknowledgeoflanguage,andlanguageuse…4.ThecontentdimensionA.providingopportunitiestostudycontentthroughdifferentperspectivesB.preparingforfuturestudiesand/orworkinglife…5.ThelearningdimensionA.complementingindividuallearningstrategiesB.increasinglearnermotivation…(Marsh,MaljersandHaritiala,2001,p.16)1.Theculturedimension

Researchintereststendtobeonsituational,operationalandoutcomeparameters.ThesefocusonthetheoreticalprinciplesunderpinningCLIL;themethodologies;thelearningenvironment;andmeansbywhichtoassessimpact.

ResearchintereststendtobTheoreticalbasisforCLILinCoyle(2005,p.6)

HowthisapproachcanRaiselearnerlinguisticcompetenceandconfidenceRaiseteacherandlearnerexpectationsDeveloprisk-takingandproblem-solvingskillsandgrammaticalawarenessMotivateandencouragestudentindependenceTakestudentsbeyond“reductive”foreignlanguagetopicsImproveL1literacyEncouragelinguisticspontaneity(talk)ifstudentsareenabledtolearnthroughthelanguageratherthaninthelanguageDevelopstudyskills,concentration-learninghowtolearnthroughtheforeignlanguageisfundamentaltoCLILGeneratepositiveattitudesandaddressgenderissuesinmotivationTheoreticalbasisforCLILin

Coyle(1999)introducedaframeworktodescribetheinter-relationshipbetweenlanguageandsubjectteachingcommontosuccessfulformsofCLIL

Coyle(2005),the4CsFramework—aframeworkwhichincorporatesattentionbeinggivingtocultural,communicative,contentandcognitiveattributes.

Coyle(1999)introducedaframPrinciplesforthe4CsFramework

Contentmatterisaboutthelearnerconstructingtheirownknowledgeanddevelopingskills;Contentisrelatedtolearningandthinking(cognition);Thinkingprocesses(cognition)needtobeanalysedfortheirlinguisticdemands;Languageneedstobelearnedwhichisrelatedtothelearningcontext;Interactioninthelearningcontextisfundamentaltolearning;Therelationshipbetweenculturesandlanguagesiscomplex.Principlesforthe4CsFramewoCoyle(2005,p.8)emphasizesthattheoperatingprinciplesandoutcomesofCLILwillnotbefoundinthetraditionalspheresofeitherlanguageorsubjectteachers.Coyle(2005,p.8)emphasizesthWorkonCLILnowincreasinglyfocusesonhowthemethodologyachievesoutcomesthatfallwithinthedomainoflanguageawareness.

CLILDrawingonthe4Cinputofmethodologies,CLILprovidesaproceduralplatformbywhichthestudentscanundergotheconceptualshift,bothexperientiallyandintellectually.AcademicdisciplinesLanguagesciencesCLILisviewedasbeingneither‘languagelearning’nor‘subjectlearning’,butafusionofbothWorkonCLILnowincreasinglyMoreissues…ThediversityinvolvedinCLILmakesitdifficulttogeneralizeresearchfindings.Therewillbeaninevitabletimelagbetweendescriptionandevidenceofoutcome.CLILtranscendstraditionalboundariesineducation.Thereisoftenaproblemwithdrawingconclusionsonimpactinrelationtoaspectsoflanguageawareness.Moreissues…ThediversityinvoFUTUREDIRECTIONSFUTUREDIRECTIONSNewgloballinguisticorder:

respecttothespreadofEnglishasmediumofinstruction

Europe:CLILhasemergedinresponsetotheneedtoraiselevelsofplurilingualism.Globally:arapidadoptionofEnglishasamediumofinstructioninenvironmentswhereitmaybeconsideredasecondorforeignlanguage.Newgloballinguisticorder:

CLILrequires:useofdual-focussedlanguage-sensitivemethodologiesalongsidechangeofmediumofinstructionfromonelanguagetoanother.

ArapidadoptionofEnglishasmediumoflearning,butmuchwithoutadaptationofteachingandlearningapproaches.

CLILrequires:useofdual-foTheessenceofCLILisaninnovativeeducationalapproachandtranscendstraditionalapproachestobothsubjectandlanguageteaching.

TheessenceofCLILisaninnoCLILincorporatedintothecurriculumLanguage:centralpositionTeachers:beresponsibleforalanguagedevelopmentStudents:learnhowlanguageisusedtoachievegoals.Thedesignandimplementationofteachereducationistobeakeyissuerequiringresearch-basedexpertise.CLILincorporatedintothecurThelanguagefocuswithinCLILisinvariablyonfacetsoflanguageawarenessThismayinvolvelearnershavinggreaterunderstandingofTypesoflanguageneededtolearncontentTypesofthinkingskillsrequiredforachievingdifferentlearningoutcomesTypesofpreferredlearningstylesandstrategiesthatindividualspossessThelanguagefocuswithinCLILFocalawarenessonhowweuselanguagetoachievegoalsthroughintegratededucationisnowakeyinterdisciplinaryresearchissue.

Greateremphasis:examininghowCLILmethodologiescanenablesuccessfuloutcomestobeachieved.

FocalawarenessonhowweuseDiscussionTowhatextendcanCLILbeimplementedinyourownteachingcontext?DiscussstrengthandweaknessofCLILbasedonyourownteachingcontext.DiscussionTowhatextendcanLanguageAwareness

&

ContentandLanguageIntegratedLearning

LanguageAwareness

&

Content36StructureofPresentationsPartI:Introduction&EarlydevelopmentPartII:MajorcontributionsPartIII:WorkinprogressPartIV:FuturedirectionsPartV:DiscussionStructureofPresentationsPartIntroduction&EarlydevelopmentIntroductionLanguageAwareness(LA)RangeItcoversabroadrangeofissuesconcerninglearning,teachingandusinglanguage;Concerns

Itinvolvesachievingdeeperunderstandingofhowlanguageisusedtoachievespecificgoals;EffectsItmaybringaboutpositiveornegativeresults.LanguageAwareness(LA)RangeDevelopmentofLADuringthe1980sTheLAmovementoriginallyfocusedonexplicitknowledgeofgrammarandfunction;MuchworkwascarriedoutintheUKinrelationtosocialinequalitiesandlowstandardsofliteracyinL1;Sincethe1980sAdrivingforcehasbeenonthelearningofasecondlanguage,andcriticallanguageawareness;Focuswasonthelearnerstounderstandtheprocessoflearningandtheuseoflanguage;DevelopmentofLADuringthe1DevelopmentofLAAssociationofLanguageAwareness(2006)describedtheareaasfocusingon“explicitknowledgeaboutthelanguage,andconsciousperceptionandsensitivityinlanguagelearning,languageteachingandlanguageuse”.AsoneaspectofLAmovement,namelyhowpeopleeffectivelylearnlanguages,CLILemerged.

DevelopmentofLAAssociationContentandLanguageIntegratedLearning(CLIL)CLILisagenerictermreferringtotheteachingofsubjectsinadifferentlanguagefromthemainstreamlanguageofinstruction;Dual-focusedonbothtopicandlanguage;“thenon-languagesubjectisnottaughtinaforeignlanguagebutwithandthroughaforeignlanguage”(Eurydice2006,p.8).ContentandLanguageIntegrateCLIL-IncredibleTeachingTip(video)CLIL-IncredibleTeachingTip(CLIL-IncredibleTeachingTip(video)CLIL-IncredibleTeachingTip(WhyisCLILoutstanding?CLILisinspiredby“importantmethodologicalprinciples…suchastheneedforlearnerstobeexposedtoasituationcallingforgenuinecommunication”(Eurydice2006,p.9);CLILgoesbeyondaimingfordevelopmentoftypesoflower-orderthinkingskillstowardshigher-orderskills.ThisdifferentiatesCLILfromothertypesofcontent-orientedlanguagelearningapproaches.WhyisCLILoutstanding?CLILiWhyisCLILoutstanding?“CLILenableslanguagestobetaughtonarelativelyintensivebasiswithoutclaiminganexcessiveshareofschooltimetable”(Eurydice2006,p.9);CLILcanactivateyounglearners’“communicationawareness”bothinL1andL2,andthuswillmotivatethemtolearn.WhyisCLILoutstanding?“CLILMajorcontributionsMajorcontributionsDevelopmentofCLILCulturaldiversity;newtechnology;neworadaptedformsofcommunication;Globalizationandthe“knowledgesociety”ReconsideringmaximizingliteracylevelsinL1andL2,inspecificlanguagedomainsDevelopment

ofintegratededucationalapproachesDevelopmentofCLILCulturaldiMajorContributionsofCLILCLILmovementresultedinmovingbeyondlinguisticgoalsthatarepredominantlyutilitarian,towardsthosethatarepragmatic;“thepropagationofCLILrespondstothegrowingneedforefficientlinguisticskills,bearinginmindthatthemajorconcernisabouteducation…andthemultiplelanguageproficiencyistheaddedvalue…atnocosttootherskillsandknowledge,ifproperlydesigned”(Fishman1989,p.447).MajorContributionsofCLILCLIMajorContributionsofCLILOutsideofEurope,themajorcontributionsoriginallycamefromtheworkonimmersioninCanada,wheremorethan1000keystudieshavebeenpublished.However,thoseCLILmodelswhichgaveparticularinteresttohowcontentisnegotiatedandlearnt,andhowthinkingskillsareapplied,meantthatpredominantinterestinlanguagebecamediminished.Thisisdivergentfromimmersion.MajorContributionsofCLILOutWORKINPROGERSSWORKINPROGERSSFivedimensions:TheCultureDimension-CultixTheEnvironmentDimension-EntixTheLanguageDimension-LantixTheContentDimension-ContixTheLearningDimension-LearntixApan-Europeansurvey:whyCLILwasbeingintroducedacrossEurope

(Marsh,MaljersandHartiala,2001)

Fivedimensions:Apan-EuropeanContixEntixLantixCultixLearntixage-rangeoflearnerssocio-linguisticenvironmentdegreeofexposuretoCLILThedimensionsareheavilyinter-relatedinCLILpractice.LantixCultixThetypesofinterestsfoundwithlanguageawareness;knowledgeaboutlanguage,sensitivitytoaspectsoflanguagelearning,insightintolanguageuseintermsofcriticalthinkingskillsandinterpersonalcommunication.ContixEntixLantixCultixLearntiDistinguishingthedimensionsallowsustoidentifythereasonswhyCLILisimplementedindiverseEuropeancontexts.

The2001surveyreportwasafirststeptowardsdescribingCLILtypeswhichfollowstheworkonsituationalandoperationalvariablesinbilingualeducationreportedbyMackay(1970)andSpolsky,GreenandRead(1974)

ThedimensionsreporteddonotdenotespecifictypesofCLIL.TheyconcernthegoalsunderpinningCLILmodels.

Distinguishingthedimensions1.TheculturedimensionA.buildinginterculturalknowledgeandunderstandingB.developinginterculturalcommunicationskill…2.TheenvironmentdimensionA.preparingforinternationalization.B.enhancingschoolprofile…3.ThelanguagedimensionA.improvingoveralltargetlanguagecompetenceB.Deepeningawarenessofknowledgeoflanguage,andlanguageuse…4.ThecontentdimensionA.providingopportunitiestostudycontentthroughdifferentperspectivesB.preparingforfuturestudiesand/orworkinglife…5.ThelearningdimensionA.complementingindividuallearningstrategiesB.increasinglearnermotivation…(Marsh,MaljersandHaritiala,2001,p.16)1.Theculturedimension

Researchintereststendtobeonsituational,operationalandoutcomeparameters.ThesefocusonthetheoreticalprinciplesunderpinningCLIL;themethodologies;thelearningenvironment;andmeansbywhichtoassessimpact.

ResearchintereststendtobTheoreticalbasisforCLILinCoyle(2005,p.6)

HowthisapproachcanRaiselearnerlinguisticcompetenceandconfidenceRaiseteacherandlearnerexpectationsDeveloprisk-takingandproblem-solvingskillsandgrammaticalawarenessMotivateandencouragestudentindependenceTakestudentsbeyond“reductive”foreignlanguagetopicsImproveL1literacyEncouragelinguisticspontaneity(talk)ifstudentsareenabledtolearnthroughthelanguageratherthaninthelanguageDevelopstudyskills,concentration-learninghowtolearnthroughtheforeignlanguageisfundamentaltoCLILGeneratepositiveattitudesandaddressgenderissuesinmotivationTheoreticalbasisforCLILin

Coyle(1999)introducedaframeworktodescribetheinter-relationshipbetweenlanguageandsubjectteachingcommontosuccessfulformsofCLIL

Coyle(2005),the4CsFramework—aframeworkwhichincorporatesattentionbeinggivingtocultural,communicative,contentandcognitiveattributes.

Coyle(1999)introducedaframPrinciplesforthe4CsFramework

Contentmatterisaboutthelearnerconstructingtheirownknowledgeanddevelopingskills;Contentisrelatedtolearningandthinking(cognition);Thinkingprocesses(cognition)needtobeanalysedfortheirlinguisticdemands;Languageneedstobelearnedwhichisrelatedtothelearningcontext;Interactioninthelearningcontextisfundamentaltolearning;Therelationshipbetweenculturesandlanguagesiscomplex.Principlesforthe4CsFramewoCoyle(2005,p.8)emphasizesthattheoperatingprinciplesandoutcomesofCLILwillnotbefoundinthetraditionalspheresofeitherlanguageorsubjectteachers.Coyle(2005,p.8)emphasizesthWorkonCLILnowincreasinglyfocusesonhowthemethodologyachievesoutcomesthatfallwithinthedomainoflanguageawareness.

CLILDrawingonthe4Cinputofmethodologies,CLILprovidesaproceduralplatformbywhichthestudentscanundergotheconceptualshift,bothexperientiallyandintellectually.AcademicdisciplinesLanguagesciencesCLILisviewedasbeingneither‘languagelearning’nor‘subjectlearning’,butafusionofbothWorkonCLILnowincreasinglyMoreissues…ThediversityinvolvedinCLILmakesitdifficulttogeneralizeresearchfindings.Therewillbeaninevitabletimelagbetweendescriptionandevidenceofoutcome.CLILtranscendst

溫馨提示

  • 1. 本站所有資源如無特殊說明，都需要本地電腦安裝OFFICE2007和PDF閱讀器。圖紙軟件為CAD,CAXA,PROE,UG,SolidWorks等.壓縮文件請下載最新的WinRAR軟件解壓。
  • 2. 本站的文檔不包含任何第三方提供的附件圖紙等，如果需要附件，請聯(lián)系上傳者。文件的所有權(quán)益歸上傳用戶所有。
  • 3. 本站RAR壓縮包中若帶圖紙，網(wǎng)頁內(nèi)容里面會有圖紙預(yù)覽，若沒有圖紙預(yù)覽就沒有圖紙。
  • 4. 未經(jīng)權(quán)益所有人同意不得將文件中的內(nèi)容挪作商業(yè)或盈利用途。
  • 5. 人人文庫網(wǎng)僅提供信息存儲空間，僅對用戶上傳內(nèi)容的表現(xiàn)方式做保護(hù)處理，對用戶上傳分享的文檔內(nèi)容本身不做任何修改或編輯，并不能對任何下載內(nèi)容負(fù)責(zé)。
  • 6. 下載文件中如有侵權(quán)或不適當(dāng)內(nèi)容，請與我們聯(lián)系，我們立即糾正。
  • 7. 本站不保證下載資源的準(zhǔn)確性、安全性和完整性, 同時也不承擔(dān)用戶因使用這些下載資源對自己和他人造成任何形式的傷害或損失。

評論

0/150

提交評論