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• W783126748 abstract "1 IntroductionContent and Language Integrated Learning, CLIL, has become a major feature of the language teaching and learning landscape in Europe over recent years. It is seen as a success world-wide, since it has also been embraced and implemented in many other regions and continents to some degree. CLIL programmes are currently implemented in Europe mainly at the level of primary education and above, although several countries offer them even at pre-primary levels (Eurydice 2006). In spite of many practitioners and researchers having shown clear benefits of CLIL programmes, and the establishment of some coherent and useful theoretical underpinnings, certain questions that have arisen in debates about CLIL are still in need of further study and clarification. Specifically, from the point of view of language acquisition, why, and to what degree, is integrating content with language teaching in the young learners' classroom beneficial? Or, from the perspective of prioritising the learning and understanding of content (that is, the school subject-matter learnt through the second language in CLIL), what conditions must be met in integrating language and content teaching in order to ensure that it will raise children's educational achievement?It will be seen that these questions arise from several areas of deeper, longerstanding tensions. Firstly, related to the conceptualisation of language and modem foreign language (MFL) teaching, the tension between content and form; and secondly, on a broader scale in relation to the importance of language knowledge and use for learning within any discipline, the tension between viewing learning as the process of acquiring proficiency in a variety of language genres, as opposed to in other kinds of content knowledge. In looking at ways of resolving that tension, some ways forward in the enhancement of CLIL theoretical foundations for the young learners' classroom will be suggested.2 CLIL: whence and whither?2.1 CLIL as an approach to language teachingIn order to understand why languages are taught as they are, it is worthwhile to consider what principles form the basis of teaching techniques and approaches. Questions such as what language actually is, and why people should want to learn foreign languages, may be taken for granted; however, of course, their answers determine the beliefs and expectations of what language learning should and does consist of. These beliefs and expectations, in turn, are key elements not only for the acceptance and interest in one or another approach to teaching and learning, but also affect the potential for success of any given approach. On the other hand, over time, both the principles and the way they are put into practice change and evolve.Part of the reason for CLIL's popularity can be seen in relation to a longstanding tension between focus on content and focus on form in modem language teaching approaches and methods: should learning be focused mainly on how we speak and write, or on what we are able to communicate? In other words, as stated by Mohan & van Naerssen (1997)1, a very common but false assumption about language learning is that language is essentially form - rather than form and meaning - and is applied in communication in order to express meaning. That is, this view entails ignoring that form and meaning are essentially intertwined and that meaning is created in discourse, thereby leading to important consequences on the view of how languages are learnt and how to teach them effectively (Mohan 1977). CLIL aspires to resolve this tension, although to be successful in doing so, there is a need for developing a stronger awareness of this purpose.Whether the linguistic form, the how, is given higher or lower priority in teaching depends on a variety of factors, many of them based more on sociological circumstances than on linguistic concerns. In this sense, it is worth recalling that from a historical perspective, CLIL is hardly a new phenomenon. …" @default.
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• W783126748 date "2014-07-01" @default.
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• W783126748 title "Chapter Two: The Roots of CLIL: Language as the Key to Learning in the Primary Classroom" @default.
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