Fostering learner autonomy through bilingual and multilingual activities in the classroom – a talk given at the ICHLE-2015 conference by Edgar Marc Petter and generously made available on this blog.
‘You can speak German, sir’: on the complexity of teachers’ L1 use in CLIL – my research paper as published in LANGUAGE and EDUCATION on the role(s) of code switching in CLIL.
Title: Tt_Cs_title_Publisher
Article: TT_CS_publisher
Teachers code-switching in CLIL: Deficit or dividend” – The PP below is about a presentation I gave at the ICHLE – 2015 conference http://conference.iclhe.org/2015 in Brussels, Belgium on the 3. September 2015.
PPP: ICHLE_2015_TEACHERS_CS_blog [1]
References: Handout_references
“Whatever happened to the Ls in CLIL?” – The powerpoint included here is a talk I held at the CEF – Centro Estudio Fiscales in Granada http://www.centroestudiosfiscales.com/ on the 19. February 2015 about the (often neglected) aspect of learning through the languages available in a CLIL context. The main arguments brought forward were:
- Immersive or implicit language learning in CLIL is a necessary but not a sufficient condition.
- Every teacher is a language teacher, therfore CLIL (subject) teachers need to carefully consider their “language” role as content facilitators.
- Explicit language mediating tools, techniques, and tasks need to be provided (hopefully, in collaboration with the language specialist teacher) by the CLIL teacher.
- In order to achieve target language learning successfully all the potential of all the languages (special emphasis on the mother tongues) available in any specific CLIL context have to be utilised.
I have also added an extensive reference list in a second file.
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