We, Others and Friendship – a Lesson With Integrated Learning Content in Bulgarian Language and Literature, and Civil Education

2018 ◽  
Vol 9 (2) ◽  
pp. 243-246
Author(s):  
Adelina Simitchieva ◽  
◽  
Ivana Pavlova ◽  
Keyword(s):  
Integrated Learning ◽  
Learning Content ◽  
Language And Literature

scholarly journals Recommended website BE-CuLT

2008 ◽  
Vol 13 ◽  
pp. 23
Author(s):  
Martina Rost-Roth ◽  
Mats Landgren ◽  
Mikko Turunen
Keyword(s):  
Language Learning ◽  
Intercultural Competence ◽  
Autonomous Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Integrated Learning ◽  
Learning Content ◽  
Program Application ◽  
Theoretical Issues

<p>http://www.becult.org</p><p>The BE-CuLT website draws on a variety of different theories and approaches. The basic underlying principles are Computer Assisted Language Learning, Content and Language Integrated Learning, Autonomous Learning, and the promotion of intercultural competence. In the following, these principles are elaborated; as well as a discussion of other theoretical issues and their impact on the development of the website and organizational aspects of program application.</p>

scholarly journals DEVELOPING SYLLABUS OF ARABIC LANGUAGE’S PRODUCTIVE COMPETENCE BASED ON CONTENT LANGUAGE INTEGRATED LEARNING (CLIL)

2017 ◽  
Vol 4 (1) ◽  
pp. 153
Author(s):  
Yumna Rasyid ◽  
Puti Zulharby
Keyword(s):  
Research Method ◽  
Language Teaching ◽  
Deep Understanding ◽  
Arabic Language ◽  
Qualitative Approach ◽  
Research Development ◽  
State University ◽  
Integrated Learning ◽  
Language And Literature ◽  
Table Analysis

The objective of this research is to acquire deep understanding of the developing syllabus of Arabic language’s productive competence based on content language integrated learning at Arabic language teaching department. Focus of this research is: the model of syllabus of Arabic language productive competence. This research was conducted from July 2015 until February 2016 .The research method used in this study is a research development with a qualitative approach to content. The approach used in analyzing the analysis of students need. The research instrument is the researcher herself who is equipped with table analysis. The result showed that Based on an analysis of documents of syllabus productive skills that are currently used in the Department of Arabic Language and Literature, State University of Jakarta focusing on the themes that have been determined for each meeting. How syllabus like this had not yet shown the achievements of the expected learning, so that the study sought to develop a syllabus based on the needs of learners with the approach of the syllabus-based CLIL (Content Language Integrated Learning).

scholarly journals Perspectives: Conceptualizing Integration in CLIL: More Than Just Learning Content and Language

2019 ◽  
Vol 41 (1) ◽  
pp. 49
Author(s):  
Sachiko Yasuda
Keyword(s):  
English Language ◽  
Language Education ◽  
Shared Understanding ◽  
Exact Nature ◽  
Integrated Learning ◽  
Brand Name ◽  
Educational Approach ◽  
English Language Education ◽  
Learning Content ◽  
Educational Framework

Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest since its inception in the mid-1990s in Europe. The growth thereof has influenced various levels of English language education in Japan. Despite a recent increase in the use of this educational framework, however, a shared understanding of CLIL has yet to emerge. It appears that the term CLIL has acquired some of the characteristics associated with a brand-name that makes it simply appear to be an innovative and forward-looking educational approach. In this paper, I explore the exact nature of CLIL to advocate for the valid application of this pedagogical framework. 1990年代半ばにヨーロッパで始まった「内容言語統合型学習 (Content and Language Integrated Learning、以下CLIL)」は、近年、新しい外国語教育の枠組みとして世界中で注目を集めており、日本の英語学習環境でも、大学から中高等学校、小学校に至るまで様々な教育現場で取り入れられ始めている。しかしながら、国内で急速に拡大したCLILという概念は、いまや、斬新な外国語指導法をイメージさせる流行語のようになっており、本来のCLILの目的や理論的背景に対する正確な共通理解が構築できているとは言いがたい状況である。本稿では、「そもそもなぜ内容と言語の統合なのか」という本質的な問いに立ち返り、CLILが目指す方向性、その背景にある教育理論について整理・再考し、日本の英語学習環境への応用可能性について再検討する。

scholarly journals Developing critical reading module using integrated learning content and language approach

2020 ◽  
Vol 7 (1) ◽  
pp. 154-169
Author(s):  
Annas Surdyanto ◽  
Wiwit Kurniawan
Keyword(s):  
Language Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Model ◽  
Teaching Material ◽  
Critical Reading ◽  
Integrated Learning ◽  
Design Development ◽  
Learning Content ◽  
English Major

The purpose of this research is to compile a teaching material in the form of critical reading modules that are effective, valid, and practical for English major students. Teaching materials developed are based on CLIL (Content and Language Integrated Learning) learning and are oriented towards students’ critical thinking skills. CLIL not only emphasizes language skills but also on how learning content can provide a stimulus to think and understand the goals of learning. This study uses a Research and Development (RD) approach. The development model used is the ADDIE (Analyse, Design, Development, Implement, Evaluation). The results of the study show that the module that has been developed is valid, practical and effective. The validity of the module reaches a very good category based on the expert’s and validator’s evaluation. The practicability of the module is categorized as very good according to the students’ responses, observation on the implementation, and lecturer’s evaluation. The module effectivity reaches a very good category based on the students’ achievement on the tests.

A Typology of English-Medium Instruction

RELC Journal ◽  
2021 ◽  
pp. 003368822096858
Author(s):  
Jack C Richards ◽  
Jack Pun
Keyword(s):  
Bilingual Education ◽  
Language Teaching ◽  
Integrated Learning ◽  
Learning Content ◽  
Immersion Education ◽  
The World ◽  
English Medium Instruction ◽  
Different Dimensions ◽  
The Many

The use of English to teach content subjects has been a growing trend in many parts of the world. It is labelled in a variety of ways, such as content-based learning, content and language integrated learning, immersion education, theme-based language teaching, and bilingual education, but it is referred to in this paper as English-medium instruction (EMI). The expansion of EMI worldwide has resulted in many different forms of EMI, as well as some confusion as to how they differ. In addition, a number of different forms of EMI may occur in the same school or institution, area, or country. The different forms of EMI can be usefully classified in the form of a typology. A typology provides a basis for objective and quantifiable accounts of the characteristics of EMI in different situations. The present typology describes 51 features across 10 curriculum categories, which were identified when comparing different forms and realizations of EMI. It highlights the many different dimensions of EMI that are involved in describing, planning, or evaluating EMI.

Italian Language and Literature

PMLA ◽  
1935 ◽  
Vol 50 (4) ◽  
pp. 1299-1302
Author(s):  
J. E. Shaw
Keyword(s):  
Italian Language ◽  
Language And Literature

French Language and Literature (Including Provençal)

PMLA ◽  
1935 ◽  
Vol 50 (4) ◽  
pp. 1295-1299
Author(s):  
H. Carrington Lancaster
Keyword(s):  
French Language ◽  
Language And Literature
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