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Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
HalinaChodkiewicz
TeconceptofacontinuumofcoursesandcurricularepresentativeofCBI
orientationintroducedbyMet(1998)hasbeenfoundhelpfulinclassifying
avastrangeofinstructionalframeworksadoptedindiferenteducationaland
socio-culturalcontextsbytheproponentsofCBI-CLILpedagogy(e.g.Davison
andWilliams,2001;Stoller,2004;Stoller,2008;Nordmayer,2010;Lysterand
Ballinger,2011;Banegas,2012).However,Met’s(1998)termsCcontent-driven
languageprograms’andClanguage-drivencontentprograms’weresimplified
andreplacedwithareducedformofthetermsoundingascontent-drivenvs.
language-drivenprogrammes.Apartfromahighrecognitionoftheexplanatory
powerofacontinuummetaphor,ithasalsobecomecommontorefertoCLILas
adual-focusededucationalapproach,whichisclearlyreflectedinthedefinition
providedbyCoyle,HoodandMarsh(2010)thatsounds:uContentandLanguage
IntegratedLearning(CLIL)isadual-focusededucationalapproachinwhich
anadditionallanguageisusedforthelearningandteachingofbothcontent
andlanguage”(p.1).Tesignificanceoftheinterdependencebetweenlanguage
andcontentareateachinghasfrequentlybeenforcefullyunderscored.Wesche
andSkehan(2002)claimedthatlearnersparticipatinginCBIinstructionare
involvedinareciprocalprocessinwhichtheysimultaneouslylearnlanguageand
contentasaresultofunderstandingandusingrelevantconceptsbythemedium
ofL2.Yet,awordofcautioncomesfromLyster(2007:26)whoclaimsthatan
adequatehandlingoftheintricacyoftherelationshipbetweenlanguageand
contentdemandsanexclusionofthecasesofincidentalacquisitionoflanguage
aspects,aswellasofteachinggrammarpointsinadecontextualisedway.
InthelasttwodecadesofthedevelopmentofCLILpedagogyinEuropean
countries,includingPoland,aswellasduetolaunchingmanyprogrammes
worldwide(Japan,NewZealand,ChinaandtheUSA)moreinterestin
enhancingsecondlforeignlanguageattainmentbyintegratingitwithteaching
content-specificsubjectshasbeenexpressed(e.g.Iluk,2000;Wolf,2002;
Dalton-Pufer,NikulaandSmit,2010;Komorowska,2010;Dakowska,2014).
TeoverwhelmingnumberofattemptstoinitiateCLIL-basedprogrammes
broughtaboutavarietyofoutcomes,amongothersthoseinfluencedbysuch
factorsasschooltypes,thestartingageofeducation,theleveloflearners’
languageproficiencyorthelengthofparticularlanguagecourses,justto
mentionafew.In2007Coylepointedoutthatasmanyas217typesofCLIL-
basedprogrammesfollowedinEuropecouldbetraced.Whatismore,Dalton-
Pufer,NikulaandSmit(2010)notedthatthemajorityofthemoperateinthe
curriculumascontentsubjectstaughtinaforeignlanguage,hencetheytendto
belongtothecategoryofcontent-drivencourses.
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