Condado Martín, Laura

García Cortelles, María

Gutiérrez López, Marta

G1469- AICLE

*Communicative competence and CLIL

*INTRODUCTION

*“The ability to comunicate” has enjoyed high priority in the discourse the proper goals of foreign language education.

*In other words, the CLIL lesson as an oral practice or speech event is an element in the learning process that cannot be disregarded, and it is a short characterization of this speech event.

*COMPONENTS*Linguistic competence is based on “The language system” or “grammar” and usually concerns aspects of linguistic knowledge up to the sentence level.

*Sociolinguist competence is defined as knowledge of socially and culturally appropriate language use in terms of formality, politeness and interpersonal relations.

*Discourse competence is the most readily recognized as an issue in the written mode and explicit instruction on how to present ideas in a text.

*Strategic competence communication skills for communication. We need these skills for first language interaction. This model will now be used to evaluate the observable language use of students in secondary CLIL classrooms.

*CLIL goals and rationales

* Is employed to describe situations where second language competencies are developed through the teaching of curricular content that is not typical of language classes per se.

* List of goals formulated in the CLIL-Compendium:

DEVELOP INTERCULTURAL COMMUNICATION SKILLSPREPARE FOR INTERNATIONALISATIONPROVIDE OPPORTUNITIES TO STUDY CONTENT THROUGH

DIFFERENT PERSPECTIVESACCESS SUBJECT-SPECIFIC TARGET LANGUAGE TERMINOLOGYIMPROVE OVERALL TARGET LANGUAGE COMPETENCEDEVELOP ORAL COMMUNICATION SKILLSDIVERSIFY METHODS & FORMS OF CLASSROOM PRACTICEINCREASE LEARNER MOTIVATION

*Outcomes of CLIL education

*Content outcomes:

CLIL students work more persistently on tasks, showing higher tolerance of frustration, thus acquiring a higher degree of procedural competence in the subject.

* Language outcomes:

It’s necessary integrate the factors in a coherent model of competence, which can then serve as a conceptual groundwork for the practice of CLIL. There are certain aspects of language competence are developed more than others: Receptive skillsVocabularyMorphologyCreativity, risk-taking, fluency, quantityEmotive / affective outcomes

*The language of CLIL classrooms

*Process is created in which this knowledge is not transmitted but jointly constructed in a common discourse space. by simple power of logic, that CLIL students are listeners most of the time.

- Teacher questions

- Teacher feedback

- Student answers

- Student presentations

- Reading aloud -> ‘lecturing’.

*CONCLUSION*Beneficts in CLIL instruction

*Teachers’ qualification is of primary importance for a fruitful process of learning any subject through any foreign language. Developing certain skills, deepening students’ understanding of themselves, inspiring tolerance for otherness.

*What is needed, however, is to enrich these textbooks with additional tasks and to give an ‘intercultural’ focus of the already existing ones. Teachers often have to look for and even translate supplementary materials.

*ACTIVITY 1: Cinderella

* The teachers will read you a story and you will have to listen carefully.

*Divide the class into four groups and each group will have a different function.

*Are you ready? here we go!

*ACTIVITY 2: Magic Microphone