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Teaching Methods and Approaches: Looking into a Unique CLIL Classroom in Germany

  • Götz Schwab
Chapter
Part of the International Perspectives on English Language Teaching book series (INPELT)

Abstract

In the wake of globalisation, methods and approaches designed to teach content-subjects using a second or foreign language, often English, spread across the global educational landscape (Marsh 2006). Regions or countries such as Hong Kong (Wannagat 2007) and Indonesia (Ibrahim 2001) have adapted English as Medium of Instruction (EMI) to their curriculum and distinct local situations. Within the wider context of EMI, Content and Language Integrated Learning (CLIL) can be understood as a specific, European alternative provision (Marsh 2006; Wannagat 2007), which is also related to the North American immersion programmes launched in Canada during the 1960s (Elsner and Keßler 2013). CLIL, which has become increasingly popular in Europe, is usually defined as ‘a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language’ (Mehisto et al. 2008: 29). The amount of time allocated to teaching content subjects in another language is the major difference between immersion or EMI, on the one hand, and CLIL, on the other (Wannagat 2007). Immersion or English medium instruction (EMI) typically refers to 50 per cent or more of all subjects taught in the L2 (i.e. the foreign or second language), whereas CLIL-type education usually consists of less than 50 per cent, in usually one or two subjects alongside ordinary L2 classes (Mehisto et al. 2008; Wolff 2012).

Keywords

Foreign Language Target Language Classroom Interaction Language Test Conversation Analysis 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Further reading

  1. Coyle, D., Hood, P., and Marsh, D. (2010). CLIL. Content and Language Integrated Learning. Cambridge: Cambridge University Press.Google Scholar
  2. Mehisto, P., Marsh, D., and Frigols, M. J. (2008). Uncovering CLIL. Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan.Google Scholar
  3. Both volumes have become seminal in the field of CLIL teaching. They provide excellent insights into the theoretical framework of CLIL and also showcase how it can be implemented into one’s own syllabus.Google Scholar
  4. Thornbury, S. and Slade, D. (2006). Conversation: From Description to Pedagogy. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  5. A well written and inspiring book on how classroom interaction can be better seen and understood. Especially designed for teachers and teacher students.Google Scholar
  6. Viskari, K. (2005). Foreign Language Learning Disabilities–Theoretical and Practical Tools for English Teachers in Finnish Upper Secondary Schools. Jyväskylä: University of Jyväskylä. (last access 20 August 2014). (https://jyx.jyu.fi/dspace/bitstream/ handle/123456789/7414/URN_NBN_fi_jyu-2005164.pdf?sequence=1)Google Scholar
  7. This online text provides one of the best insights into foreign language learners with academic difficulties.Google Scholar

Copyright information

© Götz Schwab 2015

Authors and Affiliations

  • Götz Schwab

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