Rainforests : seqüència didàctica per l'aula AICLE inclusiva

La Seqüència Didàctica Rainforests va ser dissenyada i experimentada per l'equip col·laboratiu CLIL-SI dins dels projectes ARIE2004-00058 i ARIE2005-10056 (ArtICLE), finançats pel DURSI (Generalitat de Catalunya). El treball de disseny i recerca a l'aula desenvolupat ha donar lloc a un conjunt de material didàctic, treballs de recerca i publicacions

Chemistry in everyday life

Adreçat als alumnes de 4rt d'ESO.We are surrounded by chemistry, but many people are not aware of that fact. By the end of this unit, you and your group will be able to explain to everybody how our everyday life is conditioned by chemistry and to which extent it is important in our lives

Planning clil units in primary education from a cognitive perspective

The Content and Language Integrated Learning (CLIL) approach has experienced a considerable growth and it is being progressively integrated into curricula all across Europe. It is a dual educational approach in which content and language must be combined. This approach introduces a new cognitive dimension which is missing in other language learning approaches by the addition of a new competence: using the language to learn. This study intends to analyze a lesson planning process of a CLIL Primary School Science lesson at a Spanish state school focusing on the cognitive dimension of the learning process of both Science content and foreign language skills. Keywords: CLIL, cognition, lesson planning, Science, Primary Education

Content and Language Integrated Learning (CLIL) and Language Motivation

The demand of learning languages has been constantly increasing in the last decades. The reasons behind might be different, such as better job opportunities, getting to know new people or travelling, among others. The fact that nowadays most countries are experiencing what is known as multilingualism requires that learners need to be competent in at least one or two foreign languages. Therefore, multilingual education plays an essential role here. Traditionally, foreign languages such as English or French have been taught mostly in the foreign language classroom (EFL) in Spain. However, lately new approaches which show better results in students’ language competence are emerging, such as Content and Language Integrated Learning (CLIL), an approach which combines the teaching of content subjects through a foreign language. The latter will be one of the main focuses of this dissertation but not the only one. When learning a foreign language the role affective factors play is essential and should always be highly considered. In fact, recent research in the field has shown that different values of motivation significantly interfere when it comes to the results obtained in language competence. In this work this affective factor will be explored, as well as its interaction with CLIL. As regards motivation, it has been found that there are remarkable differences between students who attend CLIL classes and those who do not. Finally, a didactic unit through different tasks is proposed, which tries to incorporate some of the most important findings in the motivation field, adapted for a fourth year of Compulsory Secondary Education (CSE) physical education classroom, following a CLIL approach

CLIL activities by Liz Dale and Rosie Tanner

Ever since David Marsh and Anne Maljers ushered in the era of CLIL in 1994, this new methodology has remained a source of hot debate in ELT. While many teachers are suspicious of or indeed resistant to the very notion of Content and Language Integrated learning, others view it as the future of language teaching. For those unfamiliar with the concept, CLIL is an approach which aims to marry the learning of content to the acquisition of an additional language, thus teaching both the subject and the language simultaneously. While several notable books have been written on this methodology, our profession has been crying out for a definitive guide to CLIL: it is with this mission in mind that Liz Dale and Rosie Tanner have created this book

Content and Language Integrated Learning (CLIL) and Language Motivation

The demand of learning languages has been constantly increasing in the last decades. The reasons behind might be different, such as better job opportunities, getting to know new people or travelling, among others. The fact that nowadays most countries are experiencing what is known as multilingualism requires that learners need to be competent in at least one or two foreign languages. Therefore, multilingual education plays an essential role here. Traditionally, foreign languages such as English or French have been taught mostly in the foreign language classroom (EFL) in Spain. However, lately new approaches which show better results in students’ language competence are emerging, such as Content and Language Integrated Learning (CLIL), an approach which combines the teaching of content subjects through a foreign language. The latter will be one of the main focuses of this dissertation but not the only one. When learning a foreign language the role affective factors play is essential and should always be highly considered. In fact, recent research in the field has shown that different values of motivation significantly interfere when it comes to the results obtained in language competence. In this work this affective factor will be explored, as well as its interaction with CLIL. As regards motivation, it has been found that there are remarkable differences between students who attend CLIL classes and those who do not. Finally, a didactic unit through different tasks is proposed, which tries to incorporate some of the most important findings in the motivation field, adapted for a fourth year of Compulsory Secondary Education (CSE) physical education classroom, following a CLIL approach