COMMUNICATIVE LANGUAGE CONTENT AND LANGUAGE BLOOM’S TAXONOMY

TEACHING INTEGRATED LEARNING (CLIL)

6-level cognitive hierarchy

3 pillars defined and emerged

Communicativeness. Promote
in 1994 for European curricular programs  Evaluation
real communication.
 Synthesis
Tasks. Create the need for
 Analysis
language use.  Application
Meaningfulness. Process the DEFINITION DIFFERENCES  Understanding
activities more effective.  Knowledge

PRINCIPLES 3 domains
TEACHERS A medium in the
Grammatical syllabus is
teaching and
product oriented and
learning of non-  Affective
should synthetic
 Utility and language content  Psychomotor
learnability (Eurydice, 2006).  Cognitive
Task-based syllabus is
 have acceptable  Sequencing process oriented and
level of English and content analytic.
 deliver real-life COURSE DESIGN
content REFERENCE:
Real content has
blocks factors
continuity.  Díaz, K. (2020). Content
Language Integrated
 Concepts, Conceptual content has Learning. IEXPRO Anthology.
 Time sequencing.  Eurydice (2006). Content and
 Procedures Language Integrated Learning
 Culture
 Attitudes at school in Europe. Brussels:
 Nation’s politics
Eurydice European Unit.