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 Authors:
Teresa Navés Carmen Muñoz Maria Pavesi 
MODULE 2
SECOND LANGUAGE ACQUISITIONFOR CLIL
Source: Navés, T., Muñoz, C., & Pavesi, M. (2002). Second Language Acquisition for CLIL. In G. Langé & P. Bertaux (Eds.), The CLIL Professional Development Course (pp. 53-102). Milano: Ministero della' Istruzione della' Università e della Ricerca. Direzione Regionale per la Lombardia. Available at http://lada.fil.ub.es/Angles/CLIL/Docs/SLAforCLILNavesMunozPavesi2002.pdf
 
2TIE-CLIL PROFESSIONAL DEVELOPMENT COURSE
TABLE OF CONTENTS
3OUTLINE3NOTES TO THE TRAINER0UNIT 1Interlanguage: Learner’s Language
Teresa Navés
0UNIT 2Incidental vs. Intentional Learning
Maria Pavesi 
0UNIT 3Input Characteristics
Carmen Muñoz 
0UNIT 4Second Language Competence
Maria Pavesi
0UNIT 5Individual Characteristics of the Learner
Carmen Muñoz 
0UNIT 6Characteristics of Successful CLIL Programmes
Teresa Navés
0BIBLIOGRAPHY
 
3TIE-CLIL MODULE 2 - SECOND LANGUAGE ACQUISITION FOR CLIL
OUTLINE
 AIM
This module focuses on the findings of SLA research that arerelevant to CLIL
TARGET GROUP 
Language teachers and subject teachers of secondary levelinvolved in initial and in-service teacher training, and profes-sional development
TRAINERS 
TIE-CLIL network experts with a background in SLA
EXPECTED OUTCOMES 
By the end of this module, the participant should be able to
Discuss what the content teacher and the language teacher ina CLIL context can do to encourage and guide students tosuccessfully use the L2 resources they have
Advise content-subject and language teachers on how to dealand cope with some learners’errors
Discuss some of the characteristics successful CLILexperiences seem to share
Find solutions for the CLIL situations discussed
SUBJECT 
Any language (although most examples are taken from EnglishSLA) and non-language subjects
CONTENT 
Learner’s language and types of errors
Incidental and intentional learning
Types of Input: Comprehensible, Simplified, Elaborated, etc.
Language produced in CLIL contexts
Learners’individual characteristics
Characteristics of successful CLIL programmes
STRUCTURE 
6 working units
METHODOLOGY 
Individual analysis, group dialogue, short introduction on content;task group; individual work; plenary sessions for discussion,comparison, conclusions
EVALUATION 
Evaluation will be conducted by means of 
Glossary of key terms
Solutions to the problem-solving situations discussed
List of features of incidental and intentional language learningrelevant to CLIL
of 00

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