Content and Language Integrated Learning (CLIL): A Methodology of Bilingual Teaching / Bernd Klewitz

Format:

Book

Author/Creator:

Klewitz, Bernd Dr. habil., Author.

Series:

Nota bene - Bilingualism and Intercultural Dialog

Nota bene – Bilingualism and Intercultural Dialog 1

Language:

English

Subjects (All):

Bilingual Teaching.

Bilinguale Kinder.

Content and Language Integrated Learning (CLIL).

Local Subjects:

Bilingual Teaching.

Bilinguale Kinder.

Content and Language Integrated Learning (CLIL).

Physical Description:

1 online resource (369 pages)

Edition:

1st ed.

Place of Publication:

Hannover ibidem 2021

Biography/History:

Bernd Klewitz, Dr. habil., is an educational psychologist, whose work focuses on science-oriented teaching and learning English as a foreign language in different contexts. Having spent a decade in English-speaking countries such as Australia, the UK, and the USA, he now works as a lecturer. He trained as a grammar school teacher and gained his PhD in Oral History at the Philipps-University Marburg. As an advisor and regional coordinator for the Hessian Ministry of Education in Wiesbaden, he supported the introduction of the Language Core Curriculum and advised school principals implementing competence-oriented teaching strategies. For the last four years he has been conducting seminars about Scaffolding and CLIL at the Universities of Göttingen and Jena. Klewitz has published widely known practice-oriented textbooks and manuals that focus on authentic language learning with a major emphasis on Instructional Scaffolding. In his most recent publication, he advocates literature as an independent subject of bilingual language teaching and learning (Literary CLIL: Literature in the Bilingual Classroom, Herne 2020).

Summary:

Learning foreign languages is a process of acquiring authentic contents in cultural contexts. In this respect, bilingual programs provide an effective connection between content-based studies and linguistic activities. The European umbrella term CLIL (Content and Language Integrated Learning) not only comprises the aims and objectives of a sustainable format of teaching foreign languages but also the priority of content over language, in other words: language follows content, as in the Bauhaus precept form follows function. But in order to effectively integrate content and language, a comprehensive pedagogical approach is needed that goes beyond existing curricula and guidebooks. Bernd Klewitz aims at establishing the CLIL methodology by linking content requirements of subject areas, especially those in the social sciences, with linguistic building blocks and tools. The integrative methodology of bilingual programs extends to the study of literature, traditionally a domain of language tuition, but thought to be a seminal part of CLIL as well. The building blocks and language tools presented in this volume focus on learning foreign languages in cultural contexts, aims, and objectives of CLIL, parameters of an integrated bilingual teaching strategy, dimensions of bilingual learning, elements of a CLIL concept, Literary CLIL, CLIL tools and strategies, modules with worked examples, challenges, and desiderata, and a comprehensive glossary. Each section is completed with an interactive part of review, reflection, and practice.

Contents:

Intro

Introduction

Chapter 1 Bilingual Children

Vignette "A Family Experiment"

1.1 Dismantling Myths and Legends of Bilingualism

1.2 The Guide for Bilingual Parents

1.3 The Graduate Medical School of Hanover

1.4 The Gap Between Knowing and Doing

1.5 The Dual System Hypothesis

1.6 The Unitary Language System Hypothesis

Chapter 2 Nativist and Cognitive Positions

Vignette "Language is the dress of thought"

2.1 The Research on Second Language Acquisition

2.2 Behaviorism and a Black Box

2.3 The Universal Grammar and Noam Chomsky

2.4 The Minimalist Position of Recursion

2.5 The Input and Output Hypotheses

2.6 Language Learning as a Social Process- The Zone of Proximal Development (ZPD)

Chapter 3 Nature versus Nurture

Vignette "The American Experience"

3.1 The Fundamental Difference Hypothesis

3.2 Linking Nature and Nurture

3.3 Anthropology Sheds a New Light

3.4 The Neuro-biological View

3.5 The Task-based Approach

Chapter 4 Learning (Foreign) Languages in Cultural Contexts- Historic and Current Developments

Vignette "The Dunera Boys"

4.1 Communicative Language Teaching and the Grammar Question

4.2 The Common European Framework for Languages

4.3 Rethinking Foreign Language Teaching

4.4 The Two Tales of CLIL

4.5 CLIL Example-Teaching "Bauhaus" Professor Ingrid Zeller

Northwestern University

Chapter 5 Dimensions and Contexts of Bilingual Teaching

Vignette "Intercultural Encounters in Student Exchanges"

5.1 Scotland

5.2 Canada and the US

5.3 Australia (&amp

Deutsche Schule Melbourne)

5.4 Germany and Europe

5.5 Learning Principles

5.6 Principles of Quality Teaching (Luther College)

5.7 Teaching Design as an Instructional Model (McKinnon Secondary College)

5.8 Linguistic Risk Taking (Ottawa).

Chapter 6 Building Blocks of CLIL

Vignette "Windows in the Foreign Language Classroom"

6.1 Features of Multi-perspective Learning

6.2 Guiding Questions for CLIL Lesson Planning

6.3 The 4 Cs Framework

6.4 Discourse Competences-Bridging BICS and CALP

6.5 The Language Triptych

6.6 The Bilingual Triangle and the Third Space

6.7 Task Design Wheel and Task-verbs

6.8 Primacy of Content

6.9 Scaffolding as a Dual Teaching Strategy

Chapter 7 Literary CLIL

Vignette "Intertextuality"

7.1 Literature as Part of the Bilingual Curriculum

7.2 Literature in the CEF

7.3 Selection Criteria

7.4 Narratives of Literary CLIL

7.5 Literary CLIL as a Theory of Practice

7.6 Study Design for Literary Analysis and Criticism

7.7 Literary Studies in Contexts, Genres and Target Countries

7.8 Intertextuality

Chapter 8 CLIL Tools and Skills

Vignette "Worksheet Compass"

8.1 Scaffolding as a Tool in CLIL

8.2 Task-based Language Teaching (TBLT)

8.3 English Unlimited (blended content-language learning)

8.4 The Visual Turn

8.5 Learnscapes

Chapter 9 CLIL Modules

Vignette "Teaching Units"

9.1 Measuring Your Media (A2)

9.2 Refugees (A2)

9.3 Analysing Political Cartoons (B1)

9.4 Jacobites and Enlightenment (B1)

9.5 Caledonia-Creating a Podcast (B2)

9.6 War and Peace-Calvin and Hobbes (B2)

9.7 Herringbone Technique (B2+)

9.8 Absolutism (B2+)

9.9 Reciprocal Teaching (C1)

9.10 International Relations-Libya (C1)

Chapter 10 CLIL Challenges and Desiderata

Vignette "Venn Diagram"

10.1 CLIL as a Catalyst for Change

10.2 The Innovative Potential

10.3 Competence and Content-a CLIL Example

10.4 Future Directions

Glossary of Teaching Strategies and Learning Skills

Content and Language Integrated Learning (CLIL): A Methodology of Bilingual Teaching.

ISBN:

3-8382-7513-6

OCLC:

1259588339

Publisher Number:

9783838275130