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Article published In: Journal of Immersion and Content-Based Language Education
Vol. 5:2 (2017) ► pp.187–213

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Teaching CLIL?

Yes, but with a pinch of SALT

 | University of Education Upper Austria
Published online: 6 November 2017
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https://doi.org/10.1075/jicb.5.2.02gie
CLIL (content and language integrated learning) is an educational approach where a classroom subject is taught through a second language. However, its core features are ambiguously interpreted. Research on CLIL teaching has consistently shown that teachers focus their methodological efforts on the teaching of subject matter concepts and take any language related aspects mostly as by-products of such an approach. This has led to only sparsely planned methodological efforts when it comes to the teaching of language. Contrary to this, it is argued in this hermeneutical study that thinking and language acquisition are inextricably intertwined and CLIL teachers are therefore by definition also language teachers. Following this, the author reports on a pedagogical CLIL model, named SALT, that was devised for and successfully implemented in CLIL training courses to support subject teachers on their way to becoming language-aware CLIL teachers. Pedagogical procedures of the model's principles and concepts are also presented.
Abstrakt
CLIL (content and language integrated learning) ist eine pädagogische Methode bei der ein Schulgegenstand in einer Fremdsprache gelehrt wird. Ihre Grundelemente werden jedoch verschiedenartig interpretiert und Forschungsergebnisse zeigen, dass CLIL Lehrende ihre methodischen Überlegungen auf das Vermitteln von Sachfachwissen fokussieren und sprachlicher Wissenserwerb als eine Begleiterscheinung dieser Methode gesehen wird. Diese Einstellung führt daher nur zu einem geringen Einsatz von geplanten sprachenmethodischen Vorgangsweisen. Im Gegensatz dazu wird in dieser hermeneutischen Studie argumentiert, dass Denken und Spracherwerb eng miteinander verbunden sind und daher CLIL Lehrende unweigerlich auch Sprachenlehrende sind. Der Author berichtet über ein sprachensensibles Modell des CLIL Unterrichtes (SALT) welches im Rahmen von Fortbildungskursen entwickelt und durchgeführt wurde. Die methodischen Prinzipien diese Models werden vorgestellt und diskutiert.
Article outline
  • 1.Introduction
  • 2.Four core language aspects
    • 2.1Content and language integration
    • 2.2CLIL pedagogical language knowledge
    • 2.3Language as a tool for academic communication and thinking
    • 2.4The power of all languages in the CLIL classroom
  • 3.SALT – a pedagogical and language-aware model for the teaching of CLIL
    • 3.1SALT and its four dimensions
    • 3.2S – learning content through strategic languaging
      • 3.2.1Key concepts and principles for languaging strategies
      • 3.2.2Languaging procedures for “learning content through languaging strategies”
    • 3.3A – learning content through using all language practices
      • 3.3.1Key concepts and principles for encouraging all language practices
      • 3.3.2Languaging procedures for learning content through using all language practices
    • 3.4L – learning content through multimodal and digital literacies
      • 3.4.1Key concepts and principles for multi-modal and digital literacies
      • 3.4.2Languaging procedures for learning content through multimodal and digital literacies
    • 3.5T – learning content through topic relevant languaging
      • 3.5.1Key concepts and principles for topic-relevant languaging
      • 3.5.2Procedures for learning content through topic relevant languaging
  • 4.Conclusion
  • Notes
  • References
References (90)
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