CLIL in Europe
Edited By David Marsh and Dieter Wolff
I. Basic issues
CLIL: bridging the gap between school and working life Dieter Wolff 1. Introduction The school I went to when I was a boy was one of those magnificent 19 h` century buildings, awe-inspiring and looking like a Greek temple, with an inscription running along its roof which impressed me very much: Non scholae sed vitae discimus it said in golden letters. In the beginning I did not know what it meant, later on when I knew a little bit of Latin which was, of course, the first foreign language I had to learn, I somehow understood, but I wondered whether this was true. Were the things we learnt in school really so important in real life? I had my doubts and they were confirmed when I started to get to know real life. Like millions of other students I realised that there is a gap between school and real life and that it is very difficult to bridge this gap under normal circum- stances. When I first came into closer contact with Content and Language Integrated Learning (CLIL), however, I quickly understood that this approach attempts to bridge the gap between school and real life. I realised that CLIL — if well organised — is a pedagogical framework within which learners are able to deal with professional and academic matters in the same way as they will have to later on in life. In my contribution, I will deal from a learner's perspective with this gap between school and real life and...
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