Assignment 2. CLIL VS EFL

IV4 Aprendizaje Integrado de Lengua y Contenidos

TUTOR: Karina Guadalupe Díaz Pedroza

TITLE: CONTENT AND LANGUAGE INTEGRATED LEARNING

AUTHOR: UNKNOWN (IEXPRO ANTHOLOGY

Rosa Guadalupe Francia Bastidas

June - 2023

INTRODUCTION

The following document presents the description of a CLIL lesson, explaining the characteristics and examining in detail the roles of teachers, students and materials. On the other hand, a brief description of the audio – lingual method is presented as an example of the EFL method. The general characteristics are shared and a comparison and contrast with EFL lesson taught is made through an audio – lingual method and with a CLIL lesson.

CLIL

CLIL LESSON

CLIL teaching is the Content-Based Integrated Learning and Foreign Languages, common subjects are learned in a second language, for example science or mathematics subjects in English and not just the language as a subject, which avoids rehearsed situations, which means the active application of language and represents a cognitive challenge for students.

"Content and Language Integrated Learning"

Effective CLIL requires progression in knowledge, skills and understanding of the content; engagement in associated cognitive processing, such as thinking skills, which has an impact on learning; interaction in the communicative context and development of appropriate language knowledge and skills; and a deepening intercultural understanding which permeates all Cs and is integral to learning through the positioning of self and otherness based on attitudes and values. Coyle (2009)

CLIL 4Cs Framework Adapted from Coyle 2009

THE AUDIO-LINGUAL METHOD

A method reached popular in the 50´s and it has its base in the Second World War and the necessity of the US Army to understand a second language quickly and efficiently. It combined grammatical instructions, conversational practice and “drills” carried out by native speakers of the language. It was influences by phonemes, morphemes, words, structures and sentences types from the Structuralism and the Contrastive Analysis of the structures from student´s native language and those of the foreign language, but the Audio-lingual method was also influenced by the Behaviorist Psychology point of view with the belief that language is learn in an active social life.

The objective was focused on oral skills, reading comprehension, grammar; pronunciation to develop oral fluency using dialogues that contained structures used every day in daily life in normal and common context and situations.

COMPARISON CHART

CONCLUSION

In this globalized world, learning a second language is considered a social duty. Communicating, knowing and understanding other cultures is a social duty from an early age with the aim of always developing a multicultural awareness. Therefore, through the years education has tried to discover different methodologies according to the needs and objectives. In my particular case, and in the context in which my language classes take place, I see the CLIL lessons as an excellent option for the development of the 4 basic skills by combining different types of activities in a natural way, learning subjects and themes of the daily life. Through this methodology, the student becomes more aware of his self-learning by being motivated with the themes. I believe that there is no single correct methodology and that the choice will depend on the context, the needs and interests of the group and the teacher, so taking advantage of each one will provide interesting learning situations.

REFERENCES

COYLE, D. (2009). • PROMOTING CULTURAL DIVERSITY THROUGH INTERCULTURAL UNDERSTANDING: A CASE STUDY OF CLIL TEACHER PROFESSIONAL DEVELOPMENT AT IN-SERVICE AND PRE-SERVICE LEVELS. LINGUISTIC INSIGHTS – STUDIES IN LANGUAGE AND COMMUNICATION

UNIVERSIDAD IEXPRO (n.d.). CONTENT AND LANGUAGE INTEGRATED LEARNING UNIVERSIDAD IEXPRO (n.d.) METHODOLOGICAL APPROACHES.