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CBI and CLIL classroom istock-equity - Coggle Diagram

- - - - Content is taught in L2.
      - Content learning is priority.
      - Language learning is secondary.
      - Content objectives determined by course goals or curriculum.
      - Teacher must select language objectives.
      - Student evaluated on content mastery.
    - - Content is used to learn L2.
      - Language learning is priority.
      - Content learning is incidental.
      - Language objectives determined by L2 course goals or curriculum.
      - Students evaluated on content to be integrated.
  - - - Learners become autonomous.
      - Students support each other in collaborative modes of learning.
      - Learners are active interpreters of input and are tolerant of drawbacks in learning.
      - Learners themselves may be sources of content and joint participants in the selection of topics and activities.
      - Learners acquire language together with content through the noticing and awareness-raising activities the teacher makes use of.
    - - Varying the format of classroom instruction.
      - Using group work and team-building techniques.
      - Organizing jigsaw reading arrangements.
      - Defining the background knowledge and language skills required for student success.
      - Helping students develop coping strategies
      - Using process approaches to writing.
      - Using appropriate error correction techniques.
      - Developing and maintaining high levels of student steem.
- - - - Multiple perspectives for study, e.g. modules in history where authentic texts are used in different languages.
      - Preparing for future studies, e.g. modules that focus on ICT which incorporate international lexis.
      - Skills for working life, e.g. courses that deal with academic study skills equipping learners for further study.
      - Accessing subject-specific knowledge in another language.
    - - Improving overall target language competence, e.g. through extended quality exposure to the CLIL language.
      - Developing oral communication skills, e.g. through offering a wider range of authentic communication routes.
      - Deepening awareness of both first languages and CLIL languages, e.g. schools that offer 50% of the curriculum in other languages.
      - Developing self-confidence as a language learner and communicator, e.g. practical and authentic language scenarios such as vocational settings.
  - - - Learners become familiar with the language features associated with different genres.
      - Learners need to have an active participation with a goal toward learner autonomy.
      - Learners need to know the content-obligatory language. This is the vocabulary, grammatical structures and functional language for specific subjects.
      - Learners produce, listen to and read a wide range of language
    - - Teachers should have sufficient linguistic competence to be able to pass on academic content in a second language as well as in-depth knowledge of their own subject.
      - Teachers are expected to modify the language they use in teaching content through a second language.
      - Teachers should ensure that students have understood the material presented.
      - Teachers should guide the learning of content and the learning of the second language