Content and Language Integrated Learning (CLIL) Advantages and Disadvantages - Coursework Example

Content and Language Integrated Learning (CLIL) Advantages and Disadvantages CLIL is a dual learning approach wherein a additional language is used for learning and teaching both content and language. In the recent time, CLIL is widely gaining popularity in the academic level. There are four principles of CLIL which includes content, communication, cognition and culture. It has been observed that CLIL owes numerous advantages both for the teacher and the students. In this regard, the major advantages can be observed in terms of expanding skills and capabilities of learners and develops their knowledge. Nevertheless, CLIL approach also possesses certain disadvantages which include time constraint for the teachers on preparation and follow up of the learning process. Table of Contents Abstract 2 Definition of Content and Language Integrated Learning (CLIL) 4 Principles of CLIL 5 Advantages of Using CLIL Method 6 Disadvantages of Using CLIL Method 7 Conclusion 9 References 11 Definition of Content and Language Integrated Learning (CLIL) A dual-focused learning method in which an extra language is applied in teaching and learning both language and content is referred to as CLIL. In other words, CLIL is known as an educational method which has a dual objective that includes subject matter learning and learning the language which is used as a medium of instruction in relation to the content. CLIL has been viewed as an umbrella term for the approaches wherein certain kind of support in academic language is provided to the students so as to facilitate content learning through the particular language (Nowak, 2011). Both the content and the language are developed steadily and simultaneously. CLIL is considered as the innovative synthesis of both language education and subject education (Nowak, 2011). In Europe, CLIL is an approach of education wherein varied languages and supportive methods are used which result in a dual focused system of instruction. Notably, CLIL places due consideration to both language and content. Achieving the goal of CLIL requires developing a new approach of teaching in which the non-language subject is taught with the help of a foreign language. There is one more approach of learning which is known as Content Based Language Learning (CBLL) but it is quite different from CLIL as there is a difference in premeditated pedagogical assimilation of contextualised content, learning and teaching practice along with communication and cognition. It has been viewed that CLIL is a vital tool that have a significant influence on the language learning. Precisely, CLIL is an approach that supports diversity in language because it facilitates in achieving the plurilingualism and interdisciplinarity and it incapacitates the limitations of curriculum in traditional school and focuses towards the integration of this curriculum (Coyle, 2005; Gaballo, n.d; Pavesi & et. al., n.d.). Principles of CLIL There are four major principles in the conceptual framework of CLIL which includes “content, communication, cognition and culture” (Acle Page, 2011; Coyle, 2005). Content: It is referred to as the theme or subject of the course or lesson. There are various examples of content area which involves science, history, geography, mathematics and cookery. While the content of the lesson is planned it is very important to think of the skills, understanding and knowledge in order to make the students learn and acquire the knowledge. Learning process involves thematic learning or successful content along with knowledge, understanding and skills acquisition. Content is regarded as the theme of the project or the entire subject of the learning process (Acle Page, 2011; Coyle, 2005). Communication: This principle involves learners using the targeted language in order to communicate their views, beliefs, opinions and discoveries in relation to the content of the lesson. This principle focuses on writing and learning skills of students wherein the students should learn to use the language and use the language to learn. CLIL helps to students to engage in interactive conversation with each other. The main objective of this principle is to ensure that the students have the capability of producing an authentic language without memorising the language rules. Communication surpasses the grammar system wherein language is the channel for learning and communication. This principle helps the learners to learn the use of this language in a different way as the teacher provides the required guidance to the students (Acle Page, 2011; Coyle, 2005). Cognition: This principle involves critical skills of thinking that is used by the students to engage in the course and understand the content of the course in order to solve certain problems and to provide a reflection of their learning. In order to ensure that CLIL is effective it is very important for the learners to think, evaluate and engage their skills of thinking. This principle is focused on allowing the learners to develop their own understanding and thinking. The thinking skills has been bifurcated into two categories which includes high order thinking and low order thinking, that works as an exceptional checklist (Acle Page, 2011; Coyle, 2005). Culture: This principle is also referred to as citizenship and community. Culture is known as a community for learning in domestic and international context. It focuses on encouraging the learners in order to make them understand themselves and to be the citizen of the world that would help them understand their self-culture and the culture of others. The ultimate aim of this principle is to promote the students understanding and international awareness (Acle Page, 2011; Coyle, 2005). Advantages of Using CLIL Method CLIL method is very advantageous as it helps the teachers in application of the best educational practice in their learning process. CLIL facilitates students in expanding their learning capacity as the time used for exposing the higher intensity is primarily spent on content learning. Moreover, it develops the knowledge of the students and provides them the medium for discovering the given topic more intensely. In addition, the method does not only focus on the language but focuses on the meaning as well. Through this method the students develop the capability to use the language as an effective tool to remember and use the facts and information that has been learned. It would be worth mentioning that the integrated learning process has been used in the prevailing educational system that facilitates the learner to use the acquired skills and knowledge in a global context (Angie, 2014; Pavesi & et. al., n.d.). Furthermore, CLIL approach is focused towards the topic wherein the learners learn the language with the help of the content. CLIL method uses the top down approach through contextual clues and existing knowledge which is faster and useful as compared to the bottom up approach (Tennant, n.d.). Besides, CIL approach develops self-confident learners and enriches academic cognitive processes as well as communication skills. It also promotes intercultural knowledge and community value. Learners are also able to acquire extensive proficiency level in target language in all areas including reading, writing speaking and listening. It also offers considerable flexibility and accessibility for learners. It also facilitate in increasing learners motivation through exposure of authentic and interesting contents (Pavesi & et. al., n.d.). Disadvantages of Using CLIL Method It has been viewed that there are some negative aspects incorporated with the use of this method. These aspects involve that the teachers are not able to devote time while preparing and following up this learning method. The vocabulary which is used in this method can at times tend to be very difficult for the learners. In the process of understanding the meaning of the topic the students might not have sufficient knowledge to deal with the give topic in English, due to which they might lose motivation. Moreover, in this method the teachers will have to choose the topic that would be suitable for the students as they might reject a difficult topic. Furthermore, if the topic is not interesting the teacher will have to manipulate the topic in order to ensure that the students acquire the required skills and knowledge. Moreover, it has been observed that the teachers are not much prepared and focused on the content and the language. The unavailability of teachers who are well qualified has resulted in making the CLIL method more difficult (Angie, 2014). From the management perception there are various implications related to the implementation of CLIL programmes which involves extra attention and resources that might be quite problematic for teachers. Moreover, the necessity of the materials related to the CLIL method of learning can also create misunderstanding. It has been observed that the teachers of English language get worried while applying CLIL materials as it is perceived that they do not possess enough background knowledge pertaining to the subject. Apart from this, CLIL approach in its implementation face several obstacles as it requires teacher to be appropriately prepared in teaching second language through CLIL methods which demands instructional resources and proficiency in second language (Heinsen, 2013). Furthermore, CLIL method involves those subject areas that exploit content-based materials of language. Thus, this method requires specialised training which is not available. While using this method the teacher will have to undergo extra pressure in preparing the lessons and making the required resources. Even though the 4C was developed to create a balance between the language and the content but there has been no progress in this balance. Moreover, it has been observed that there is a shortage of clarity in the literature of this method and it lacks constructive and systematic approach to the correction of the errors (Harrop, 2012). The vast majority of error correction is verbal wherein the feedback and correction of grammatical errors is less repeated and consistent. Furthermore, it has been observed that the students notice the language naturally which is a slow process. In addition the language in this method is not methodically covered. As, there is not much of availability of well trained teachers with respect to CLIL method, it can be ascertained that the available teachers feel quite uncomfortable while teaching the subjects (Hafenstein, 2008; Tennant, n.d.). Conclusion CLIL is referred to as an approach of dual focused learning wherein an added language is used in the process of learning and teaching. It is regarded as an additional outlook which involves both language learning and subject matter learning. It is a method in which emphasises both the language and the content. It has been revealed that there are four principles of CLIL which involves content, communication, cognition and culture. CLIL approach involves certain advantages and disadvantages which need to be taken into consideration. The advantage of using CLIL approach is that it facilitates the teacher in applying the best learning practice in the learning process. Moreover, it helps the students in expanding their ability of learning along with developing the students’ knowledge that provides them a platform for discovering the topic more acutely. However, there are certain disadvantages for using this approach. In this regard, the teachers cannot allocate their time in preparation and follow up of the learning approach. Besides, it has been viewed that the vocabulary used in this approach becomes difficult for the students to understand. In addition, the student might have the possibility of losing motivation if in case they do not possess sufficient knowledge. Therefore, it is considered that while using CLIL method the teachers should properly prepare the contents and make the students get involved in the learning process. References Acle Page, 2011. The 4Cs of CLIL - Module 1. Content. [Online] Available at: http://www.slideshare.net/AclePage/the-4cs-of-clil-module-1 [Accessed February 28, 2014]. Angie, A., 2014. “Discuss The Advantages, Possible Drawbacks and Ways of Applying the CLIL approach to teaching the foreign language”. The Advantages of Using This Approach. [Online] Available at: http://www.academia.edu/5916034/Angelika_Murawska_Discuss_the_advantages [Accessed February 28, 2014]. Coyle, D., 2005. Planning Tools for Teachers. The University of Nottingham. [Online] Available at: http://www.slideshare.net/gorettiblanch/theoretical-clil-framework [Accessed February 28, 2014]. Gaballo, V., No Date. Integrating Content and Language in Specialized Language Teaching and Learning with the Help of ICT. CLIL in the Language Teaching Profession [Online] Available at: http://conference.pixel-online.net/ICT4LL2010/common/download/Proceedings_pdf/CLIL02-Gaballo.pdf [Accessed February 28, 2014]. Harrop, E., 2012. Content and Language Integrated Learning (CLIL): Limitations and possibilities. Encuentro, pp. 57-70. Hafenstein, P., 2008. Content Language Integrated Learning. Caves Roadshow [Online] Available at: http://ctld.ntu.edu.tw/ls/learninggate/images/images_students/students1_1.pdf [Accessed February 28, 2014]. Heinsen, S. F., 2013. A study Of the Methodology in 4 Schools at the Elementary Level in Asturias. Content and Language Integrated Learning. [Online] Available at: http://digibuo.uniovi.es/dspace/bitstream/10651/19310/1/TFM_Sofia%20Freites.pdf [Accessed February 28, 2014]. Nowak, S., 2011. The Need for Content and Language Integrated Learning (CLIL) Development. Defining CLIL. [Online] Available at: http://www.alte.org/2011/presentations/pdf/sabina-nowak.pdf [Accessed February 28, 2014]. Pavesi, M. & et. al., No Date. Teaching Through a Foreign Language. University of Barcelona., 3-18. Tennant, A., No Date. CLIL – Advantages and Disadvantages. Macmillan. [Online] Available at: http://www.macmillan.com.mx/teacher_training/clil/ecuador/descargas/copei/day2/Day2-CLIL_ads_and_disads-handout.pdf [Accessed February 28, 2014]. Read More