I had a look at Jordi's Deutsch blog, amazing! and I also read the CLIL presentation in this blog, it was really interesting. I liked the part of what CLIL is, and what CLIL is not(specially the sentence of the fears of the specilists of each subject). Actually, I'm giving a course of CLIL myself,I.T. in English(Informatics in English). In 4th ESO students have this optional subject, in my school they can do it either in English or in Catalan. The ones who chose to do it in English have a dossier in English, the software in English and obiously the lessons are in English. The course contents are about informatics (editing audio and video files, editing images, creating a web page, and theory too). Students learn informatics but in English, at the same time, they also learn English without being relly conscious of it. That's the magic of CLIL, I really think this is the future! This year is the 4th year that I give this course.I give you a link to last year's course so if you are interested, you just have to log in as guest. http://www.iesjoancoromines.eu/moodle/course/view.php?id=15
Ok, I read the CLIL presentation and I think that it's quite clear and it really helps to understand what it is all about, so simple and so complex at the same time. I like the "questionnaire" part, it makes you reflect about essential issues in methodology. What is shocking about CLIL is the fact that both students and teachers can learn at the same time and overcome the problems together, it is difficult for us because we think we could loose control in the learning process but may be it is a question of being brave enough to do it. Last year I attended a lecture about CLIL and there were several examples of application, one of them was about a teacher who taught technology to 1st Batxillerat students in English. The problem was that he had a very poor level and in some presentations and written activities designed by him there were a lot of structure and word order mistakes. In that particular case he was learning English at the same time that their students learned technology. The students developed a kind of "mistakes hunt" which was very popular. Anyway, this was an extreme example and I was a bit shocked at the time. Now I tnink that I can grasp the magic of it all, as Olga says. I am a fan of Jordi's Deutschblog. Good job!
Thanks for the positive feedback. I personally think that CLIL is a wonderful tool and, as Olga suggested, it might be the key to finding a solution to the traditional adversities we, language teachers, face in our everyday classes. I mean, it boosts interest among top-students while it offers the lower-performing learners a chance to progress, too. Bloom's taxonomy is the right complement in a CLIL class and the right answer to diversity. I have put together some materials that cater for that. I will be willing to share them with you, if you so wish.
I had a look at Jordi's Deutsch blog, amazing! and I also read the CLIL presentation in this blog, it was really interesting. I liked the part of what CLIL is, and what CLIL is not(specially the sentence of the fears of the specilists of each subject). Actually, I'm giving a course of CLIL myself,I.T. in English(Informatics in English). In 4th ESO students have this optional subject, in my school they can do it either in English or in Catalan. The ones who chose to do it in English have a dossier in English, the software in English and obiously the lessons are in English. The course contents are about informatics (editing audio and video files, editing images, creating a web page, and theory too). Students learn informatics but in English, at the same time, they also learn English without being relly conscious of it. That's the magic of CLIL, I really think this is the future! This year is the 4th year that I give this course.I give you a link to last year's course so if you are interested, you just have to log in as guest. http://www.iesjoancoromines.eu/moodle/course/view.php?id=15
ResponEliminaOk, I read the CLIL presentation and I think that it's quite clear and it really helps to understand what it is all about, so simple and so complex at the same time. I like the "questionnaire" part, it makes you reflect about essential issues in methodology. What is shocking about CLIL is the fact that both students and teachers can learn at the same time and overcome the problems together, it is difficult for us because we think we could loose control in the learning process but may be it is a question of being brave enough to do it. Last year I attended a lecture about CLIL and there were several examples of application, one of them was about a teacher who taught technology to 1st Batxillerat students in English. The problem was that he had a very poor level and in some presentations and written activities designed by him there were a lot of structure and word order mistakes. In that particular case he was learning English at the same time that their students learned technology. The students developed a kind of "mistakes hunt" which was very popular. Anyway, this was an extreme example and I was a bit shocked at the time. Now I tnink that I can grasp the magic of it all, as Olga says.
ResponEliminaI am a fan of Jordi's Deutschblog. Good job!
Thanks for the positive feedback. I personally think that CLIL is a wonderful tool and, as Olga suggested, it might be the key to finding a solution to the traditional adversities we, language teachers, face in our everyday classes. I mean, it boosts interest among top-students while it offers the lower-performing learners a chance to progress, too. Bloom's taxonomy is the right complement in a CLIL class and the right answer to diversity. I have put together some materials that cater for that. I will be willing to share them with you, if you so wish.
ResponElimina