CLIL+(Content+And+Language+Integrated+Learning)



En una aula bilingüe, podemos enriquecer el aprendizaje del idioma al integrar temas gramáticales con el contenido de materias como ciencias, matemáticas o estudios sociales. Ya no tenemos que aislar la enseñanza de español en unidades cerradas de gramática o prácticas de listas de vocabulario que no tienen relación con la vida actual del estudiante.

Usar la metodología CLIL en la clase significa que el maestro presta atención a las conexiones entre temas, los intereses de los estudiantes y la producción lingüística que ya existe para reforzar el aprendizaje del idioma. Temas de estudio que son nuevos requieren que el maestro introduce vocabulario y/o modelos de conversación nuevos para facilitar la comunicación inicial del estudiante. Esta estructura preliminar prepara una base para más producción lingüística. Creo que el maestro que adopta la metodología CLIL también debe considerar el analisis de Richard Elmore y el "instructional core". O sea, es la relación entre el maestro, los alumnos y el trabajo que crea el momento del aprendizaje y el éxito se nota cuando estos tres elementos (maestro, estudiante, trabajo) están optimizados. El estudio de temas que son relevantes y auténticos fortalecen el contenido. La distreza del maestro en el idioma de estudio y su manera de captar los intereses de sus alumnos produce un aprendizaje de mayor calidad.

Ejemplos actuales de la integración de español con otras materias.

** CLIL's multi-faceted approach can offer a variety of benefits. **
 * builds intercultural knowledge and understanding
 * develops intercultural communication skills
 * improves language competence and oral communication skills
 * develops multilingual interests and attitudes
 * provides opportunities to study content through different perspectives
 * allows learners more contact with the target language
 * does not require extra teaching hours
 * complements other subjects rather than competes with them
 * diversifies methods and forms of classroom practice
 * increases learners' motivation and confidence in both the language and the subject being taught
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** Optimal Task Design for Oral Production ** In order to maximize speaking opportunities and increase the chances that learners will experience autonomous language use, the following conditions need to be met:

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 * **Productivity** – a speaking activity needs to be maximally language productive in order to provide the best conditions for autonomous language use.
 * **Purposefulness** – often language productivity can be increased by making sure that the speaking activity has a clear outcome, especially one which requires learners to work together to achieve a common purpose.
 * **Interactivity** – activities should require learners to take into account the effect they are having on their audience. If not, they can hardly be said to be good preparation for real-life language use.
 * **Challenge** – the task should stretch the learners so that they are forced to draw on their available communicative resources to achieve the outcome. Of course, if the degree of challenge is too high, this can be counterproductive. The teacher needs to be sensitive to the degree of difficulty a task presents.
 * **Safety** – while learners should be challenged, they also need to feel confident they can also do so without too much risk. The classroom should provide the right conditions for experimentation, including a supportive classroom dynamic and a non-judgmental attitude to error on the part of the teacher. Also, learners need to be secure that the teacher will always be there to act as a guide.
 * **Authenticity** – speaking tasks should have some balanced relation between real-life language in use and learner’s needs and interests. If not, they are poor preparation for autonomy.