Putting CLIL into Practice in Different Educational Contexts; Italy, Spain, Turkey, and the Czech Republic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F22%3A10451836" target="_blank" >RIV/00216208:11410/22:10451836 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=CgoeunxZ.2" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=CgoeunxZ.2</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.29329/pedper.2022.493.3" target="_blank" >10.29329/pedper.2022.493.3</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Putting CLIL into Practice in Different Educational Contexts; Italy, Spain, Turkey, and the Czech Republic

Popis výsledku v původním jazyce

Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. CLIL serves perfectly for the European aim of being &apos;plurilingual&apos; to create a common future through a mutual understanding with the European citizens, who are able to speak at least two European languages capable enough to communicate and switch between languages, in addition to their mother tongue. This paper represents a comparative study of the differences in implementing CLIL methodology at the various national levels among one non-European, and three European countries, namely Italy, Spain, the Czech Republic, and Turkey. Not only does it tend to reveal the diversity of approaches towards CLIL as a popular method to teach and learn the content through a second language, but also it offers an insight into the legislation policies of these countries and their interest to promote CLIL as a national tool in supporting language learning to become a multicultural society. The aim of the study is to bring answers to the following questions (1) Is CLIL used at all levels of education? (2) Is it compulsory or voluntary to implement CLIL at schools? (3) Are these schools private or public? and last but not least (4) If the schools themselves can decide to implement CLIL or if they need approval from a higher authority. All four countries record an increase in the popularity of CLIL methodology in teaching and learning foreign languages, however as this paper demonstrates, levels and forms of implementation differ. The question for further investigation poses itself and sounds, &quot;Is it a consequence of legislative support?&quot;.

Název v anglickém jazyce

Putting CLIL into Practice in Different Educational Contexts; Italy, Spain, Turkey, and the Czech Republic

Popis výsledku anglicky

Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. CLIL serves perfectly for the European aim of being &apos;plurilingual&apos; to create a common future through a mutual understanding with the European citizens, who are able to speak at least two European languages capable enough to communicate and switch between languages, in addition to their mother tongue. This paper represents a comparative study of the differences in implementing CLIL methodology at the various national levels among one non-European, and three European countries, namely Italy, Spain, the Czech Republic, and Turkey. Not only does it tend to reveal the diversity of approaches towards CLIL as a popular method to teach and learn the content through a second language, but also it offers an insight into the legislation policies of these countries and their interest to promote CLIL as a national tool in supporting language learning to become a multicultural society. The aim of the study is to bring answers to the following questions (1) Is CLIL used at all levels of education? (2) Is it compulsory or voluntary to implement CLIL at schools? (3) Are these schools private or public? and last but not least (4) If the schools themselves can decide to implement CLIL or if they need approval from a higher authority. All four countries record an increase in the popularity of CLIL methodology in teaching and learning foreign languages, however as this paper demonstrates, levels and forms of implementation differ. The question for further investigation poses itself and sounds, &quot;Is it a consequence of legislative support?&quot;.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Pedagogical Perspective [online]

ISSN

2822-4841

e-ISSN

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Svazek periodika

1

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

TR - Turecká republika

Počet stran výsledku

16

Strana od-do

99-114

Kód UT WoS článku

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EID výsledku v databázi Scopus

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