CLIL: a challenge or an opportunity? Anna Kolbuszewska webinar

Anna Kolbuszewska has been involved in ELT for over 25 years. She has worked as an English teacher, academic manager, teacher trainer on CELTA and DELTA courses, and director of a language school. Currently she is working as a language coach, trainer and consultant. She works mostly with teachers of English but has also trained German, French and Spanish teachers. She has also been conducting training and consultancy sessions for business executives, as well as for managers in public and private schools. Since 2000 Anna is an inspector for EAQUALS, an international organisation promoting high standards in language teaching worldwide. She has also worked as EAQUALS Director of Accreditation and Consultancy Services. She is the author of "EAQUALS Self-help Guide to Teacher Development". Her interests include quality management, on-line training and CLIL.
CLIL: a challenge or an opportunity?
As language teachers we sometimes find ourselves having, or choosing, to teach content (subject matter) in our English classes. Conversely, our colleagues who are subject teachers may have to teach their subject through the medium of English.
CLIL (Content and Language Integrated Learning) became one of the big buzz words in education in the first decade of this century. But integrating language and content teaching is really nothing new: it has been successfully used in education for centuries and we do know quite a lot about how it works and why it works.
In this talk we will look at why CLIL has become such a hot topic in the 21st century and we will explore the challenges and opportunities that CLIL presents not only for our students but also for us, language teachers.

[@mukid1968]

A very interesting and much needed synthesis of CLIL with a very interesting concept of Generation C as C for CLIL learners. ;)

[@capedcrusadergrimsby]

There are some serious misconceptions here, but one of the main ones is the idea that scaffolding is 'to make language easier for students'. The whole point of scaffolding in CLIL is to use the language to make the conceptual/procedural content 'easier' for students - if you insist on using the 'easy' word. CLIL (certainly hard CLIL) is not about language objectives but rather about USING the language to illuminate the content. Hence the 'integration'. The content and methodology themselves may help to make the language more comprehensible, yes, but the objective remains the content.

[@mukid1968]

Don't you think that the scaffolding actually is the synergy element that supports both language and subject knowledge or as you put it conceptual/procedural content?

[@plerpplerp5599]

Since when is English a foreign language?