The Shaping of Spanish CLIL

Autor/in	Roldan Tapia, Antonio Rafael
Titel	The Shaping of Spanish CLIL
Quelle	(2012) 21, S.71-79 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1989-0796
Schlagwörter	Curriculum Design; Bilingual Education; English (Second Language); Foreign Countries; Immersion Programs; Language Proficiency; Language of Instruction; Change Strategies; Educational Change; Spanish Speaking; Case Studies; Best Practices; Educational Principles; Educational Development; Canada (Montreal); India; Spain + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Immersionsprogramm; Language skill; Language skills; Sprachkompetenz; Teaching language; Unterrichtssprache; Lösungsstrategie; Bildungsreform; Case study; Fallstudie; Case Study; Bildungsprinzip; Bildungsentwicklung; Indien; Spanien
Abstract	ELT (English language teaching) in Spain is witnessing the arrival of content and language integrated learning (CLIL) and English is changing from a goal-oriented school subject to a medium of instruction for content subjects. What is taking place in our system is influenced by what has previously happened elsewhere. Two research episodes have contributed to it: the Bangalore Project in India and the Canadian Immersion Program originated at the St Lambert School in Montreal. From the first one we learnt about the notion of task, as an innovative element for curriculum design at that time, and, consequently, about a new type of syllabus: the process syllabus. Task-based approaches and project-work founded its pedagogical principles on this type of syllabus. The Canadian Immersion Program has provided us with, at least, two psycho-pedagogical principles that are paramount in bilingual education: (a) the distinction between basic interpersonal communicative skills (BICS) and cognitive academic language proficiency (CALP), and b) the principle of common underlying proficiency. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10