CLIL USACH Day 1

USACH - CLIL Day 1

Dr. Dario Luis Banegas

Previous knowledge on CLIL

Conceptualising CLIL

Expanding our understanding of CLIL

Bilingual education & CLIL

Types of CLIL models

Index

CLIL, ESP, EAP, EMI

An approximation to practices

PREVIOUS KNOWLEDGE

EXPERIENCE AS KNOWLEDGE

Conceptualising CLIL

Looking at the literature

conceptualising clil

Two definitions

Coyle et al. (2010), defined CLIL as “a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language” (p. 1).

Genesse and Hamayan (2016) understand CLIL as “instruction that integrates the development of proficiency in an additional language in school contexts where authentic non-language content (such as Science and Mathematics) serves as a vehicle for language teaching and learning” (p. 27).

expanding understanding of clil

A look at language

on content

Info

ON LANGUAGEACTIVITY

Nikula (2016)

Bilingual education & clil

types of clil models

CLIL & ESP

Tavella & Loutayf (2023)- ESP older than CLIL - ESP more interested in reading & vocabulary (higher ed); CLIL as more holistic (schooling) - ESP primarily based on needs analysis (tailored courses) - ESP as a language-driven CLIL model - Similar directionality for materials selection & design in both - Disciplinary content & specific domains

CLIL & Emi

Kling & Dimova (2023)

an approximation to practices

What kind of CLIL model do we want for USACH?

From your own current practices, what contributions would you make to CLIL practice?

What else do you need?

How would you define CLIL for USACH?

Move to 2!

C L

The step-by-step interactive visual communication:

• Plan and structure your communication.
• Prioritize and give visual weight to the main points.
• Define secondary messages with interactivity.
• Establish a flow throughout the content.
• Measure the results.