Gibt es aktuelle Fortbildungsmöglichkeiten für CLIL-Lehrer/innen? (Teil 2)

Ja. Derzeit bieten viele Pädagogischen Hochschulen CLIL-Seminare für 2020/21 an, für die man sich im Mai über PH Online anmelden kann. An den jeweiligen Schulstandorten werden nach Maßgabe der Mittel auch schulinterne und schulübergreifende Fortbildungsveranstaltungen wieder möglich sein.

Für alle, die noch mehr CLIL haben wollen, bietet die PH Wien wieder ihren populären CLIL-Lehrgang an. Bis zum 3. Juli gibt es die Möglichkeit, sich dafür anzumelden. Nähere Informationen und das Anmeldeformular gibt´s hier.

Oder anders gefragt: Where can we get additional CLIL and language training?

Well, CLIL and language training combined … what do you think of this? Language classes shouldn’t be language led. CLIL shows us that concept and competences are key. Food for thought indeed, isn´t it?

In his recent article in the EL Gazette (”Content must cease to be a slave to the language”), Phil Ball, a well-known CLIL materials writer and teacher-trainer based in the Basque Country, who works on the above mentioned CLIL course offered by the University of Education in Vienna too, explains the fact that language and CLIL classes are often separated as follows.  

One possible hurdle is that CLIL has traditionally divided itself into two camps – hard CLIL, which is ‘content-led,’ and soft CLIL, which is allegedly ‘language led’. It’s a cute distinction, but within a competence-led framework it is probably less necessary to make it. CLIL champions the principle of language as vehicle: you do something with it. So, if the language teacher wants to work on saving the planet, they can ask the students to prepare a presentation of, ‘what they would do to reduce the climate crisis if they ruled the world’. Then, we might reasonably ask how the teacher and the other students might assess their peers’ performances. The presenters will require the 2nd Conditional to make their proposals, but the proposals will need to be scientifically (and ethically) valid. This is a language class, but it is not ‘language led.’ it is concept-led.

The language for this particular competence must be accurate and persuasive, yes, but it must also reflect the discourse of the particular science involved. Greta Thunberg is not effective because she happens to be a C1 on the CEFR. She’s effective because she uses the discourse of climate-crisis science accurately.

For more information, get in touch with your online CLILvoc coach, please.

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