Using language(s) to develop subject competences in CLIL-based practice
- Autores: Phil Ball
- Localización: Pulso: revista de educación, ISSN-e 2445-2866, ISSN 1577-0338, Nº. 39, 2016, págs. 15-34
- Idioma: inglés
- Títulos paralelos:
- El uso del lenguaje para el desarrollo de las competencias de las materias en la práctica basada en AICLE
- Enlaces
- Dialnet Métricas: 4 Citas
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Resumen
This article documents and analyses the shiftin emphasis that has taken place in CLIL andother forms of multilingual educational practice,where priorities seem to be placing a welcomeimportance on the use of language as a transversalelement in the development of the rangeof subject competences that constitute the schoolcurriculum. CLIL has also changed from being amethodology to help teachers support learner developmentin the particular discourse field of anacademic subject to a more inclusive paradigmwhich has attracted the attention of languageteachingpractitioners. The elusive notion of whatconstitutes ‘content’ is therefore more importantto clear up than ever, since both subject and languageteachers are concerned with its shape andits characteristics, and of understanding its distincttypes. This article offers the idea of content asthree-dimensional, of which language is a crucialcomponent, arriving at the inevitable conclusionthat language is the only true transversal elementwhich unites the diversity of subject competences,just as long as its use remains subservient toprocedural (competence-based) aims. This is thenew single focus of CLIL.
