Across Most Of Europe, Foreign Language Learning For At

1336 WordsJan 19, 20176 Pages
Across most of Europe, foreign language learning for at least one year is obligatory for all pupils whilst in compulsory education (Eurydice, 2012), so it is no wonder that research into the most affective foreign language teaching methods continues to grow. One such methodology that has gained momentum in recent decades is Content and Language Integrated Learning (CLIL). The term was first introduced in 1994 by David Marsh and Anne Maljers (Marsh, 1994) and is an umbrella term that covers more than twenty educational approaches, each sharing common methodologies (Marsh, 2006), and all of which are related to the instruction of a second language in certain subjects of the curriculum other than language classes. Although this term was not…show more content…
Finally, the parameter for culture serves to assure CLIL learners gain an increased awareness of themselves and others, as well as an enhanced tolerance and understanding of other cultures. As previously mentioned, CLIL is a general term which covers many different educational approaches. Indeed this can be viewed as one of the many attributes of CLIL. It can be adapted at a national, or even local, level to suit the needs of the education system it serves in, and such variety in models of CLIL can be seen across Europe (Coonan, 2003). The purpose of the 4Cs framework, then, is to provide those wishing to implicate some form of CLIL with a basis from which to begin, therefore these four parameters must be taken into account. As previously mentioned CLIL is an umbrella term, put forward by Coyle in order to produce a cohesive apparatus for this type of language learning, and as such it unites many different educational theories and language-learning theories. Whilst CLIL as it is known has only come into the field recently, the educational theories upon which it is built predate it by some decades. For the purposes of this paper, these education theories will be grouped into constructivist theories and language-acquisition theories. Lev Vygotsky (1978) was a prominent scholar in the field of constructivism, who put forward a theory related to the development of children’s higher order thinking skills
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