Show Less

Diverse Contexts – Converging Goals

CLIL in Europe

Series:

Edited By David Marsh and Dieter Wolff

CLIL, ‘a dual-focussed educational approach in which an additional language is used for the learning and teaching of both content and language‘ can be viewed as an example of curricular integration. This publication is one example of how this is being achieved. It serves to articulate why, and how, good practice can lead to the positive outcomes increasingly reported across Europe. It results from selected presentations given at the Helsinki CLIL 2006 conference «CLIL Competence Building for Globalization: Quality in Teaching Through a Foreign Language». The 28 contributions to this book, which originate from countries across the European Union, are divided into six sections covering classroom practice, evaluation, research, and programme management.

Prices

Show Summary Details
Restricted access

I. Basic issues

Extract

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...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.