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"Achieving good practice in Content and Language Integrated Learning/ bilingual education"
"Content and Language Integrated Learning:
These types have come to be referred to as examples of Content and Language Integrated Learning (CLIL).
This has become a major development in many countries under the acronym CLIL (Content and Language Integrated Learning).
One of the current research focuses of the department is CLIL - Content and Language Integrated Learning.
CLIL (Content and Language Integrated Learning) will be introduced to help students improve their language skills while learning other subject material.
• dissemination by the Eurydice network of information on the availability of Content and Language Integrated Learning in European education and training systems (scheduled for 2005).
• implement the conclusions of the Luxembourg Presidency concerning Content and Language Integrated Learning (CLIL).
Commission of the European Communities, Content and Language Integrated Learning (CLIL) at School in Europe.
Examples of good practice will be highlighted from the context of Content and Language Integrated Learning in German (CLILiG).
He specialises in the area known as CLIL (Content and Language Integrated Learning) and has contributed a number of articles and publications to the field.
Associated with this is the publication of "Windows on CLIL - Perspectives on Content and Language Integrated Learning in Europe".
Abstract In recent years, the educational approach of Content and Language Integrated Learning (CLIL) has gained significant acknowledgement in Europe and beyond.
• increasing support to schools wishing to introduce a Content and Language Integrated Learning approach (SOCRATES, Comenius action 1).
The Partnership has planned specific measures to promote early language learning, multilingual comprehension and/or Content and Language Integrated Learning (CLIL).
One solution, which has emerged, is learning and teaching through a second/foreign language (often referred to as Content and Language Integrated Learning (CLIL), or bilingual education).
- 2011 Curriculum development for Content and Language Integrated Learning (CLIL-CD) Curriculum-Entwicklung für den bilingualen Sachfachunterricht Coordinator:
Complementing the national profiles reported in Content and Language Integrated Learning in Schools in Europe (Eurydice, 2006), the authors describe various attributes of good practice as found in their specific contexts.
Workshop Process Overview This ECML Workshop focused on describing good practice in the educational approach termed Content and Language Integrated Learning (CLIL).
'Windows on CLIL - Content and Language Integrated Learning in the European spotlight' provides insight into how CLIL is being carried out in 20 European countries.
Yet, since the advent of Content and Language Integrated Learning (CLIL) in 1994, the speed at which this form of bilingual education has spread across Europe has surprised even its most ardent of advocates.
In 2006, the Eurydice network published a survey on "Content and Language Integrated Learning (CLIL) in schools in Europe" (I.2.7), setting out the main features of CLIL teaching in European countries.
Content and Language Integrated Learning, in which pupils learn another subject through the medium of a foreign language, can provide effective opportunities for pupils to use their second language skills and can reduce the time needed in the school curriculum for lessons in that language.
Targeted sector: all educational levels Good practice in Content and Language Integrated Learning for languages other than English (CLIL-LOTE-GO) Gérald Schlemminger In cooperation with project CLIL-LOTE-START.
Targeted sector: primary, secondary, tertiary level Content and Language Integrated Learning through languages other than English – Getting started (CLIL-LOTE-START) Kim Haataja In cooperation with project CLIL-LOTE-GO.
The number of schools providing CLIL has increased to 18.
An innovative curriculum for CLIL teacher training will be developed.
• to give practical information on the potential of CLIL to key stakeholders.
It will put together different models, approaches and practice of CLIL teaching in universities.
In an integrated approach, what the student learns depends on the teacher’s CLIL competence.
Participants should have an overview of recent developments of CLIL in their respective countries.
This system enhances the language skills of teachers and helps to prepare future CLIL teachers.
These indicators are the basis for ensuring quality CLIL in learning and teaching of both content and language.
The online component will consist of a tutored training course on teaching strategies in foreign language CLIL.
In summary, the CLIL school network recognizes the value of this form of quality assurance.
The CLIL ‘generic umbrella’ includes many variants.
Although reading strategies play an important role in all learning contexts, in CLIL they decide on the students’ success or failure.
This combination of different disciplines enhances language competences and should also prepare future CLIL teachers.
The project will implement various types of CLIL in primary and pre-primary schools in the partner countries.
It will design relevant materials and study CLIL implementation as regards problems faced and solutions found.
The project team proposes the development of a teacher-training curriculum for CLIL that may be linked to learners' curricula.
The CLIL quality matrix will describe the core quality factors required for successful implementation of teaching and learning through a foreign language.
The local CLIL networks face similar capacity-building development needs, and these could be more effectively if addressed at a European level.
Since 1994, local CLIL networks have been established in many LLP countries.
Achieving full integration of language and content in a dual-focused way is essential for achieving quality CLIL.
The Symposium recalled the need to ensure that pupils and students receive CLIL provision at different levels of school education.
The CLIL Quality Matrix was formally introduced during an opening plenary session.
One educational solution is Content and Language Integrated Learning (CLIL).
Project team meeting CLIL Quality:
Developments in CLIL throw up a number of issues that remain to be resolved, particularly in relation to resources and the training of teachers.