ASSIGNMENT 2.

SUMMARY (DESCRIPTIVE CHART)

CRITERIA DESCRIPTION
Concept CLIL is a methodological concept and consists in learning a foreign language through learning a
subject in that language, for example, learning History in English in a Spanish-speaking country.
Terms The academic terms pre-primary, primary, secondary, post-compulsory and tertiary are the
most universally applicable, in which the age will determine the CLIL subjects to bee
considered.
Basic Piaget's four stages are the best known:
developmental 1. Sensorimotor stage  0-2 years (experiencing the world through movement and senses).
stages of 2. Pre-operational stage  2-7 years (acquisition of motor skills).
children 3. Concrete operational stage  7-11 years (beginning to think logically about concrete
events).
4. Formal operational stage  11 onwards (development of abstract reasoning).
BICS vs. BICS means 'Basic Interpersonal Communication Skills' and is the language that we need to
CALP interact socially with other people, while CALP means 'Cognitive Academic Language
Proficiency' and includes the traditional skills (Cummins, 1979).
CLIL Teachers Determine the scope and acceptance of CLIL in any given context and they should:
1. Adequate subject-knowledge.
2. Adequate target-language competence.
3. Adequate materials in the target language.
4. Institutional and parental approval of CLIL practice.
5. Inter-departmental cooperation.
6. Institutional bilingual/multilingual policy across the curriculum.
CLIL Practices  Topic-based language classes.
 Theme 'blocks' or 'embedding'.
 Didactic Units Studying a course for a year.
 Plurilingual degree course.
 A bilingual syllabus Immersion school.
The '4 C's of Dr. Coyle of Nottingham University pointed out these parameters: Content, Communication,
the curriculum Cognition, and Culture.
Drawbacks  Lack of training, knowledge on the subjects and materials.
 Not all workmates and parents see a need to foster CLIL.
 The need for teachers training more focused on CLIL.
Benefits  A natural way of learning a language.
 A real way of approaching a language.
 Fosters the language and thinking skills.
 Social and cultural dimensions that CLIL offers.
 A good way of approaching the curriculum.

References:
1. Cummins, J. (1979). Linguistic Interdependence and the Educational Development of Bilingual Children.
Review of Educational Research. http://dx.doi.org/10.3102/00346543049002222
2. Díaz, K. (2020). Content Language Integrated Learning. IEXPRO Anthology.