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Content and Language Integrated Learning by Interaction

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Edited By Rita Kupetz and Carmen Becker

Content and Language Integrated Learning (CLIL) is an established approach to support multilingualism in Europe by teaching various school subjects in an additional language. The practices used, however, vary considerably. Our book considers this diversity by looking at CLIL scenarios, defined as learning environments supporting content learning, language learning and skill development in task-based learning settings, with a strong focus on interaction in different curricular contexts (primary and secondary school and CLIL teacher education at university) and at various levels of proficiency (primary, secondary, tertiary). CLIL by Interaction is understood here both as negotiation of meaning and form as well as discourse to empower CLIL learners to participate in social interaction.
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Interactive and collaborative supports for CLIL: Towards a formal model based on digital literacy

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Interactive and collaborative support for CLIL: Towards a formal model based on digital literacy

Ivana Marenzi, L3S Research Center, Leibniz Universität Hannover, Germany

1. Introduction

The ultimate goal of this chapter is to transcend the how to model of Content and Language Integrated Learning (CLIL) presented in many parts of CLIL literature, transforming it into a more complex model which integrates and makes the connections between CLIL and the wider world of education, meaning making and information technology more explicit. In its presentation of a formal model for CLIL that captures this new state of affairs, the chapter explores interaction in the context of designing CLIL material, focusing on communication, collaboration, and the search-and-share capabilities of new technologies insofar as they facilitate the development of curricula that promote students’ conceptual understanding and procedural competences. As many chapters in this volume clarify, CLIL is no longer an activity taking place in an isolated way within the confines of individual classrooms. Rather CLIL is in the process of realising its potential to transcend these confines in keeping with the changed way, in which each and every one of us communicates in today’s world. A model of CLIL that formalises these linkages to the wider world and its communicative practices is thus in order. Our goal is to theorize on CLIL in the context of multiliteracy pedagogy, with a special focus on digital literacy, developing CLIL to meet the challenges of multimodal representations...

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