An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL)

Autor/inn/en	de Graaff, Rick; Koopman, Gerrit Jan; Anikina, Yulia; Westhoff, Gerard
Titel	An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL)
Quelle	In: International Journal of Bilingual Education and Bilingualism, 10 (2007) 5, S.603-624 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
Schlagwörter	Secondary Schools; Observation; Foreign Countries; Language Teachers; English (Second Language); Language Acquisition; Teaching Methods; Second Language Instruction; Immersion Programs; Teacher Effectiveness; Netherlands + Suchen Sie Ihr Suchwort? Sekundarschule; Beobachtung; Ausland; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachaneignung; Spracherwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Immersionsprogramm; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Niederlande
Abstract	In Europe, Content and Language Integrated Learning (CLIL) is becoming a popular and widespread practice of immersion education. In the Netherlands, for example, over 90 secondary schools offer a CLIL strand. Most CLIL teachers, however, are nonnative speakers of the target language, and do not have a professional background in language pedagogy. How, then, can these teachers effectively contribute to the target language development and proficiency of their students? In this paper we will discuss the findings of a study carried out in three secondary schools offering CLIL. The purpose of the study was to observe and analyse effective CLIL teaching performance facilitating language development and proficiency. The analysis was carried out by means of an observation tool for effective CLIL teaching, based on the following principles from second language pedagogy: (1) exposure to input; (2) content-oriented processing; (3) form-oriented processing; (4) (pushed) output; and (5) strategic language use. We will discuss how the CLIL pedagogy observed is related to content-based teaching and task-based language teaching, and provide recommendations for effective language pedagogy in CLIL. We will argue that not only CLIL teachers can profit from effective language-pedagogical approaches, but that language teachers can profit from effective CLIL approaches and experiences as well. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10