CLIL is increasingly being taken up by Ministries of Education as an innovative approach to teaching modern languages, as a motivating method for teaching subject areas or simply as a contribution to internationalization and the ideal of multilingualism. With this exponential growth, the lack of competent, trained CLIL teachers has become more evident.
Content teachers are not infrequently monolingual and may not recognize the benefits of becoming bilingual, while language teachers may not feel proficient in the subject-area knowledge required for content teaching. Education ministries insist on CLIL implementation, but do not oversee a workforce sufficiently competent in all three necessary areas: target language ability, subject knowledge, and CLIL methodology.
Content and language integrated learning (CLIL) is a term created in 1994 by David Marsh and Anne Maljers as a methodology similar to but distinct from language immersion and content-based instruction. It’s an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language. The idea of its proponents was to create an “umbrella term” which encompasses different forms of using language as the medium of instruction.
We propose a training which is not a common English learning course, but is conducted by native English trainers conducting interactive lessons aiming at the development of transversal competences like:
- creativity
- motivation
- intelligent and focused use of ICT
in order to make specific lessons in English language on topics which are not part of English language and literature. Can be science, can be math, can be economy. Participants are teachers or trainers or educators experts in topics which belong to them as they learnt to become professionals in their job. But, when you have to face the fact that, from tomorrow, you have to start to teach some hours of your daily program at school in another language, you need further competence and a great motivation to organize your lesson, to feel up to a new task, to take care on the quality of contents and, at the same time, on correct pronunciation and grammar.
What does it mean to train on the CLIL method? or better said, a training to learn and use the CLIL method?
According to the original idea, it’s not just a lesson on a topic in another language but is more: it’s a challenge for the majority of teachers all around the world.
The CLIL method is a revolution and a radical change for all teachers involved.
LEARNING GOALS
- learn how to conduct interactive CLIL lessons
- develop a smarter and more focused use of ICT in developing CLIL lessons
- improved transversal competences like creativity, communication and more leadership in the use of motivational methods for a better students’ engagement
- widen their perspectives about creating innovative lesson plans crossing all subjects
- empower their ability to use English technical language related to CLIL
To read the full program explore the dedicated page on our website and enrol to the course, ask for info and how to join us in the next session!
HERE the link to the course program and how to apply for it.