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CBI AND CLIL, “Content-Based Instruction refers to an approach t second…
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“Content-Based Instruction refers to an approach t second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllabus” (Richards & Rodgers, 2001)
The protected model: it is characterized by the need that students of a second language have to learn the content that is offered in a certain context. This model is called "sheltered" because the teacher provides special "assistance" to students in understanding regular classes (Davies, 2003).
Benefits:
- It can simultaneously help students use the foreign language to express their thoughts in different situations.
Because the literature course students can learn more about how to express their thoughts through language.
- Students can gain understanding of vocabulary, grammar, paragraph structure, communication skills, interactive,
The subject-based model: proposes that regular language courses are designed with the development of language ability as one of the primary objectives. The way of working can include a single language teacher directing the course, or two teachers working together: one is in charge of the content part and the other one of the linguistic aspect(Lopera, 2013).
The adjoining model: this model is characterized by the union of a content course and a language course that helps and complements content learning. One of the main objectives of this approach is that it emphasizes the acquisition of area-specific vocabulary and different techniques such as note taking, research reading, general reading, listening, among others (Lopera, 2013).
Metodología innovadora, ya que trataba tanto de unir el aprendizaje de los contenidos de una área no lingüística con el aprendizaje lingüístico. Este método, por tanto, consideraba igual de importante el aprendizaje de contenidos y de lengua. (Naayen y Más, 2017).
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Learning should entail a cognitive challenge for students, as they will be able to develop higher order thinking skills along with their interpersonal communication skills and their cognitive-academic language proficiency.
Language is essential for the development of communication skills. Its learning allows for meaningful communication and interactions, since it combines basic interpersonal communication skills and cognitive academic language proficiency.
This methodology helps students become aware of the cultural reality that surrounds them and also of other cultures. All this makes students become more social and emotionally aware of their environment.
The essential of the learning process. Allow students to access content that is truly relevant to their lives. Therefore, one of the main tasks of teachers is to create lessons with important information that can be used by students in their day to day.
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