Treść książki
Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
HalinaChodkiewicz
strategies.Tesupportstrategies’areconsideredtobeofspecialvaluefor
readingandlearningfromtext,andcovernotetaking,askingoneselfquestions,
paraphrasingorhighlighting.
Inthecasewhenlearners’commandofL2hasnotreachedasufcient
levelofproficiency,CLILteachersmaydecidetorelyonsomeuseofL1.Te
relationshipofthetwolanguagesandtheiruseinintegratedcontentand
languageteachingisacomplexissue,andithastobecarefullymonitored
bytheteacher.Ontheonehand,L1usecomesnaturallyasL1permanently
interactswithL2inlearners’minds,asprovedbypsycholinguisticresearch
findings,anditisacommonlanguagefortheteacherandthelearners,bothof
whombenefitfromcross-lingualpedagogy.Ontheotherhand,bothcontent
andlanguagelearninggoalscanbemoresuccessfullyreachedwhentheuse
ofL2becomesintensified(Ortega,2015).Tatisthereasonwhyitisrequired
thattheteacherformulatessomeclearprinciplesfortheuseofthenativeand
thetargetlanguageinCLILsettings.Naves(2009)notesthatvariousstudents’
responsesareexpectedtooccurinCLILclasses,however,withthedevelopment
ofthelearner’stargetlanguagecommandtheamountofL1responseswillbe
decreasing.Afertheperiodoftimewhenreceptiveworkonthematerialis
emphasized,studentsareexpectedtoperformcognitivelydemandingtasksin
theTL.Echevarriaetal.(2008)expresstheviewthatwhennecessarythemain
conceptscanbeexplainedwiththehelpofL1,evenwithreferencetoanL1
contentareatext.
60Concludingremarks
CBI-CLIL-basedlearningandteaching,regardedinrecentyearsas
representativeofmanycurrentinnovationsandreformmovementsin
education,needstobelookeduponintermsofitstheoreticalunderpinnings,
aswellasitspotentialforprovidinggroundsforsuccessfulpracticalsolutions.
Severalpedagogically-orientedframeworksdevelopedrecentlyhaveattempted
tosuggestarationaleforthemostefectiveintegrationoflanguageandcontent
dimensionsintheeducationalsystemwithasecondoranadditionallanguageas
amediumofinstruction.CBI-CLILprogrammeshaveundoubtedlystimulated
L2lFLexperts’debateontheimportanceofdefiningclearlybothcontent
andlanguageobjectives,adaptingcontenttostudents’languageproficiency,
introducingnewconceptsbyreferringtostudents’backgroundknowledgeand
pastlearningexperiences,aswellasexplainingkeyconceptvocabulary.CLIL
classroomshavealsoadvocatedthesignificanceofcreatingopportunitiesfor
strategyuseinperforminginstructionaltasks.
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