Heißt CLIL, dass der Unterricht zu 100% in englischer Sprache erfolgen muss? (Teil 3)

Nein, als Richtlinie kann Folgendes gelten: Die als CLIL-Einheiten dokumentierten Sequenzen sollen jedoch in überwiegendem Ausmaß auf Englisch erfolgen. (CLIL-Leitfaden für die Umsetzung an HTLs, Herbst 2016, S. 15 bzw. Handreichung zur Umsetzung von CLIL an Höheren land- und forstwirtschaftlichen Schulen, Nov. 2017, S. 15)

Abweichungen davon sollten jedoch jederzeit möglich sein, abhänging vom jeweiligen Classroom Setting, den jeweiligen Unterrichtszielen und/oder … Auch „ehrliche“ 20 CLIL-Minuten können eine Unterrichtsstunde zur CLIL-Stunde machen, wenn die Arbeit im Sinne der Zielsetzungen von CLIL erfolgt.

Oder anders gefragt: Does a CLIL lesson have to be 100% English (or another foreign language)?

No, definitely not. There´s been a lot of research around dealing with the question on how much L1, i.e the students´ first languages, is enough and how much of it is too much. There´s no one answer suits all. David Lasagabaster from the University of the Basque Country published an overview based on research in Colombia which seems to truly comprehensive indeed.

See below what you´d agree on. Do you use L1 for any of those purposes/in any of those situations listed?

1. When you are trying to explain the meaning of an abstract word. 2. When teaching a subject (e.g. maths) and students don’t have previous knowledge of the subject vocabulary. 3. After giving/clarifying/ modelling instructions and a student doesn’t understand. 4. To express their emotions / feelings.  
1. Clarify instructions.
2. Clarify rules the first day of class. 3. To deal with misbehaviour and to scold students. 4. To give feedback about mistakes, to talk about needs and to clarify doubts.  

1. When a kid struggles to understand a word or a concept and we have tried out many strategies and none of them have worked. 2. When we need to call a disruptive student’s attention because it’s being repetitive. 3. When we need to send messages or important information to the students and to their parents.  
1. To teach vocabulary; to save time. 2. To give instructions; ensuring students understand what they have to do. 3. For administrative purposes; to deal with the syllabus. 4. To give cultural information (idioms and expressions). 5. To connect with low-level students and get them comfortable. 6. To do translation activities; highlight language differences, functions and syntax.    1. Vocabulary translation / false friends. 2. Comparing language structures English-Spanish. 3. Solving conflicts. 4. Some grammar concepts.  1. Clarify words/concepts (proverbs). 2. Break the ice. 3. Set rules (classroom instructions). 4. Student-student interactions (pair group or small group). 5. Teach  
Lasagabaster, David (2013): The use of L1 in CLIL classes. The teachers´ perspective.

Putting it into a nutshell, Kate Fryer published a prezi discussing this.

Let me know if you want to read more on this topic. I´d be happy to dig into it a bit deeper.

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

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