Treść książki
Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
OnacontinuumbetweencontentandlanguageinCBI/CLIL-orientedsettings
20Content-vs0language-driveninstruction–theconceptofacontinuum
Amultitudeofeducationalsituationsinwhicheducatorsandpracticing
teacherstookanattempttoadopttheprinciplesofaCBIlCLILapproachhave
broughtaboutplentifulideasfortheirimplementationatdiferentlevelsof
educationalpractice.Asaresult,someinnovativeprocedureswereincorporated
intoasequenceoftheme-basedlessons,content-basedcourseswereofered
toteachparticularschoolsubjects,aswellasfullbilingualprogramswere
designedforschoolcurricula.
Aninterestingwayforclassifyingavarietyofinstructionalmodelswhich
aimedattheintegrationbetweenlanguageandcontentwassuggestedbyMet
(1998),whosuggestedputtingallthemodelswithdiferentcurriculastructures
onacontinuumbyconsideringtheextenttowhichthecomponentsof
languageandcontentwereintendedtoengagestudentsinclassroomwork.Te
researcherthuspostulatedthatalltheeducationalmodelsbedefinedaslying
somewhereonthecontinuumwithitsextremepointsbeingcontent-driven
languageprogramsvs.languagedrivencontentprograms0
Content-drivenlanguageprogramsarethosefocusingoncontentoutcomes,
withcontentfoundtobeofprimeimportanceandlanguageassecondary.
Contentgoalsofacourseorcurriculumarepursuedbytheteacherwhoselects
theaccompanyinglanguagegoals,anditistheachievementoncontentgoalsthat
isultimatelyevaluated.Inlanguage-drivencontentprograms,ontheotherhand,
contentservesthepurposeofL2learning.Itislanguagemasterythatisfocused
onwithcontenttobeacquiredincidentallyasstudentslearnthelanguageas
asubject.LanguageobjectivesaresetouttoensurethatL2coursegoalsare
accomplished,andcontentservesasasourceofinformationtobecommunicated
onintheclassroom.Studentsareevaluatedonlanguageskillslproficiencywithno
high-stakesexamsadministeredtoassesstheacquisitionofcontent(Met,1998).
Asforcontent-drivenlanguageprograms,theycovertotalandpartial
immersion,andlanguage-drivencontentprograms,ontheotherextreme,
compriselanguageclassesbasedonthematicunitsandlanguageclasseswith
frequentuseofcontentforlanguagepractice.Temiddlepositionsaretaken
upbysubjectcoursesandsubjectcoursespluslanguageinstruction(Met,1998:
p.41).Teresearcherpointsoutthattheproportionofteachinglanguageand
contentonthecontent-drivencontinuum,aswellastheamountofexplicit
languageinstructionmayvaryconsiderably;similarlyteachers’decisionscan
diferastothekindandamountofcontenttobeselectedtoincludeintolanguage
drivencontentprograms.
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