Work

Integrating the task-based approach to CLIL teaching

Year: 2012

Type: book-chapter

Abstract: Given the ambitious linguistic and cognitive objectives of CLIL classes, teachers are forced to face the difficulties inherent in this twofold mode of teaching. Content teachers and language teachers are not trained in the same way and do not share the same goals. How can we improve the situation of CLIL classes in France? How can we help students to integrate the knowledge obtained in a CLIL class into their general world knowledge? How are we going to help them use a foreign language to communicate meaningful content with reasonable confidence? This article will show how the task-oriented approach advocated by the Common European Framework of Reference for Languages can help create a better synergy between the two aspects of CLIL.

Source: HAL

Authors: Tardieu, Claire, Dolitsky, Marlene

Institutions: Université Sorbonne Nouvelle, Langues, textes, arts et cultures du monde anglophone

Language: English

Topic: Second Language Learning and Teaching

Subfield: Literature and Literary Theory

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W1014876062

FWCI: 18.54

Cites: 8

Cited by: 13

Related to: 10