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Preface
RecentyearshavebeenwitnessingnumerousadvancesinteachingEnglish
asasecondlforeignlanguageaswellasinteachingschoolandacademic
subjectsthroughthemediumofEnglish.Arangeofapproaches,withawide
supportofeducationalsystemsallovertheworld,havepromotedtheviewthat
itisbeneficialtotakeadvantageofacloserelationshipbetweenlanguageand
contentwiththegoalofintegratinglanguageandcontent-orientedgoalsinboth
L1andL2educationalenvironments.Amongthemultitudeoflabelsoferedto
representtherecommendedapproaches,itwasthetermCBI(Content-Based
Instruction),commonlyusedinCanadaandtheUSA,andthatofCLIL(Content
andLanguageIntegratedLearning),introducedbytheCouncilofEurope,that
seemtohavegainedagreatdealofrecognitioninrecentliterature.TeCBIl
CLILapproachesfoundthemselvesinthecentreofinterestofnumerousL2l
FLspecialistsinvolved,ontheonehand,inestablishingbilingualeducation
programmes,and,ontheother,responsiblefordesigningday-to-dayteaching
practice.Asaresult,manydiverseapplicationsinpracticewereundertaken.
Teintentionofthisvolumeistopresenthownineteacherstookanattempt
tocopewiththecomplexityofcombininglanguageandcontentobjectivesby
designingactionresearchstudiestobecarriedoutintheclassestheytaught
intwodiferentEFLeducationalcontexts.Inthesubsequentchaptersallthe
teachersexplainedtherationaleforthegoalstheychosetoreachbyintroducing
selectedaspectsofintegratinglanguageandcontentpractice,andthenprovided
anevaluationofthesequenceoflessonslclassestheyhadconducted.Tetasks
toaccomplishwereagreatchallengebothforthefivepre-serviceteachers
(completingtheirMAprogramme)whoplannedandconductedasequence
ofCLIL-orientedlessonsasapartofaGeneralEnglishcourseinsecondary
school,andforthefourcollegeteacherswhoincorporatedlanguage-focused
tasksintosubjectmatterclassesinhistory,cultureandliteraturetaughtto
Englishphilologystudents.Tefirstgroupofnoviceteachersstartedwith
exploringthebasicassumptionsofCBIlCLILasoneofthecurrentapproaches
inEFLdidacticswiththeviewtoitspossibleimplementationintheme-based
lessonsattheupper-intermediatelevelinsecondaryschoolsothatlearners
couldadditionallydealwithaspectsofknowledgeofhistory,culture,or
geographyinEnglish,similartothosecoveredbytheirregularschoolsubjects
inPolish.TeexperiencedcollegeteacherstreatedaCLIL-orientedapproach
asakindofinnovationworthpursuinginmoretraditionallyviewedclasses
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