Reviewing the puzzle of CLIL

Georgiou, Sophie Ioannou

doi:10.1093/elt/ccs047

Cited by 70 publications

(29 citation statements)

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“…According to the claim of Georgiou (2012) CLIL is the most recent developmental stage of the communicative language teaching (CLT). A review of the past researches shows that there is no such research as has evaluated English textbooks from communicative language teaching perspective and content analysis.…”

Section: Figure 1: Conceptual Framework For Clilmentioning

confidence: 99%

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Investigating Content and Language Integration in an EFL Textbook: A Corpus-Based Study

Arshad

2020

SSRN Journal

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This research evaluates an English language textbook from CLIL perspective. For this purpose, an intermediate level (grade-11) English language textbook has been selected and analyzed utilizing Coyle's conceptual framework of 4Cs (i.e. content, cognition, communication and culture).Content, communication, and culture have been explored through a checklist, whereas cognition has been explored by developing a corpus from the questions given in the exercises of the textbook and analyzing in the light of Bloom's taxonomy. The results reveal certain breeches between CLIL features and the textbook's contents. Layout, learning outcomes, organization of the content, subject matter, authenticity of the text, exercises, and focus on language skills does not seem to match with CLIL perspectives. Listening and speaking skills are observed to be ignored. Moreover, the exercises do not seem to foster critical thinking and interaction between students and teachers. Most of the questions are observed covering only first two levels (i.e. knowledge and comprehension) of Bloom's taxonomy. The study concludes that CLIL principles are not integrated in the textbook. Therefore, the textbook is not suitable to an ESL/EFL setting.

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Section: Figure 1: Conceptual Framework For Clilmentioning

confidence: 99%

“…CLIL has been described as the most recent developmental stage of the communicative language teaching (Dalton-Puffer, 2007;Georgiou, 2012). CLIL is an acronym that is used as a generic term that has been given numerous interpretations.…”

Section: Introductionmentioning

confidence: 99%

Investigating Content and Language Integration in an EFL Textbook: A Corpus-Based Study

Arshad

2020

SSRN Journal

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“…Another important point which Lean can be extremely helpful is the implementation of the innovation of Content and Language Integrated Learning (CLIL). It is known that CLIL authentic context and meaningful communication opportunities (Ioannou Georgiou, 2012 . Filiz Yalçın Tılfarlıoğlu / Journal of Language and Linguistic Studies, 16(1) (2020) 405-417 413 However, the practice of CLIL can become a time-consuming, ineffective, and frustrating experience.…”

Section: Discussionmentioning

confidence: 99%

An analysis of innovative Lean Method in foreign language learning

Tilfalioğlu¹

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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The question of how to teach and learn English has been the preoccupation of many scholars of English Language Teaching for more than a century. Since the emergence of grammar translation method, researchers, teachers, and academicians have been trying to find the best method for their learners. In other words, this process can be defined as a century of questioning. In fact, some of the methods have been successful to some extend in the mastery of language, but most of them unfortunately cannot even reach the promised lands of the fruitful learning, and none of them were completely suitable for all types of the learners. There are several reasons behind this problem, and one of them could be the students' contribution in the creation of these methods. It has been rarely questioned that how students feel about these methods employed in English classes, despite the fact that these methods, namely innovations, have been created for the purpose of students' mastery of foreign language learning. This study is mainly focused on using quantitative design conducted with 975 students and participants were randomly selected from 3 universities, 5 high schools, 2 middle schools and 1 primary school in Turkey and Iraq in order to analyze the suitability of English instruction from the perspective of learners towards innovative lean method. Within the context of the study, the students' attitudes and opinions towards innovative Lean Educational method were revealed and some recommendations were developed for especially language teachers and researchers.

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“…A few years ago Harding (2007: 3) indicated that in recent years there has been a renewed demand for English for Specific Purposes cours-es. His reasons to explain this increased interest include better student levels of proficiency at the end of high school (Denman et al, 2013), the perception of English as key to finding a job as it is the language of international communication, and more use of Content and Language Integrated Learning (CLIL) (Ioannou Georgiou, 2012) at the high school level (Nordmeyer & Barduhn, 2010). In fact, CLIL has led to a shift from language based ESP to a content subject aimed language learning with special implications in attitudes and student creativity (Airey, 2012;Cross, 2012;Unterberger, 2012).…”

Section: History and Backgroundmentioning

confidence: 99%

Current Perspectives in Teaching English for Specific Purposes

Laborda

Litzler

2015

Onomázein

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Interest in Languages for Specific Purposes (LSP) courses has grown in recent years (Harding, 2007). For this reason a paper on the current situation in the field is of relevance. The present article provides a discussion of English for Specific Purposes and it does so by reviewing the history and background of this area of teaching, proposing a definition, and describing issues affecting it today, such as course design and needs analysis, context, student and teacher characteristics, materials, and expected directions for the future.

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Reviewing the puzzle of CLIL

Cited by 70 publications

References 1 publication

Investigating Content and Language Integration in an EFL Textbook: A Corpus-Based Study

Investigating Content and Language Integration in an EFL Textbook: A Corpus-Based Study

An analysis of innovative Lean Method in foreign language learning

Current Perspectives in Teaching English for Specific Purposes

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