1. Multiple Intelligences Student Centered Approach > Input Hypothesis Cognitive Linguistics > cognitive processes Cultural Elements > Realia Creativity Experimental Method Language revisited ICT
2. De algunos de estos principios llevamos a cabo alguna actividad. Intento que sean actividades originales y motivadoras, cosas que te hayan resultado prácticas de tu experiencia, etc... Tras esto hablo un poco de aprendizaje globalizado, ya que en mi colegio estamos apostando por ello y hay varios autores que defienden este enfoque en primaria. Luego trato el tema de
3. , Language Assistants y comentamos un poco algunos "trucos" que pueden ir bien, aquí participa bastante el grupo ya que tienen experiencia. Por último me gusta hacer algún juego de Physical Education adaptado al aula y hablamos de Citizenship que la tenemos dentro del proyecto.
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10. CLIL CONTENT AND LANGUAGE INTEGRATED LEARNING European term (1994) better reflects the integration of language and content in a classroom setting.
11. CLIL DEFINITIONS “ CLIL is an umbrella term adopted by the European Network of Administrators, Researchers and Practitioners (EUROCLIC) It encompasses any activity in which ‘a FL is used as a tool in the learning of a non-language subject in which both language and the subject have a joint role” Marsh 2002:58
12. CLIL DEFINITIONS “ In short, CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language” Mehisto, Marsh and Frigols 2008:9
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16. CLIL PRINCIPLES LINGUISTIC “ When I learn History in English, I don’t realise I learn English, but I do learn History. Then I go to my English class and I get better marks than before.” Student 1º ESO, Boadilla del Monte, Madrid
37. REMEMBER… “ CLIL is no magic potion, it’s not a panacea, which will unleash waves of bi-, tri, quad-, multilinguals, within or across borders! It is an approach with potential, which is extensive, in time, space and kind. It is an approach, which can provide alternative access to language learning” Maljers and Marsh 1998
