RT info:eu-repo/semantics/article
T1 Using language(s) to develop subject competences in CLIL-based practice
T2 El uso del lenguaje para el desarrollo de las
competencias de las materias en la práctica
basada en AICLE
A1 Ball, Phil
K1 Concepts
K1 Procedure
K1 Salient
K1 Discourse
K1 Dimensions
K1 Conceptos
K1 Procedimientos
K1 Saliente
K1 Discurso
K1 Dimensiones
K1 Ciencias sociales
K1 Educación
K1 Education
K1 Social sciences
AB 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.
PB Universidad de Alcalá. Escuela Universitaria Cardenal Cisneros
SN 1577-0338
YR 2016
FD 2016
LK http://hdl.handle.net/10017/28242
UL http://hdl.handle.net/10017/28242
LA eng
DS MINDS@UW
RD 29-abr-2024