The Challenging Interplay of Content, Context, and Community for CLIL Implementations and a Didactic Model to Cope With CLIL's Hybrid Pedagogy

Erwin Maria Gierlinger

《English as a Global Language Education (EaGLE) Journal》 3卷1期 (2017/11) Pp. 63-88

https://doi.org/10.6294/EaGLE.2017.0301.04

摘要

In 2014, a document was issued by the European Commission that investigated improvements in the learning of language. The paper stated that the effectiveness of foreign language education in many member states was problematic and suggested that a renewed focus had to be put on the quality of language teaching. Through a comparative European analysis, CLIL, (content and language integrated learning) evolved as a candidate for making language learning more efficient. While the overall results were very encouraging, the specifics remained vague. Statements such as, ＂research indicates that teachers' choices of pedagogical and didactic approaches affect the success of CLIL＂ were reminiscent of a magic potion whose ingredients remained unknown and elusive. This presentation points out how implementing CLIL instruction is contingent on concepts such as content, context, and community and how any implementation of CLIL can be undertaken more systematically by using a model of CLIL called the ＂CLIL teaching triangle.＂ Taking ＂languaging＂ as a guiding concept, this work elaborates how CLIL's fundamental dilemma of how to bridge the cognitive-linguistic content divide can be successfully mediated through carefully orchestrated languaging activities. To achieve this, a model of micro instantiation of CLIL that was tried and carried out in the Austrian context of CLIL teacher education is presented (Cierlinger, 2017).

關鍵字

CLIL ； languaging ； methodology ； teacher education ； teaching triangle

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