Abstract
Content and language integrated learning (CLIL) has emerged as one of the major educational trends in the European Union. It is an innovative approach which refers to educational settings where a language other than the learners’ mother tongue is used as the medium of instruction. For many years the methodological aspects of CLIL were neglected. The CLIL classroom looked like a traditional teacher-centred language or content subject classroom but the content of the content subject replaced the traditional content of the language classroom (Marsh 2001, p. 32). The situation has changed in recent years and CLIL-specific methodology is being developed. The paper provides an outline of CLIL methodology starting with a brief outline of the phenomenon of CLIL. Additionally, the importance of teaching materials in a CLIL classroom will be discussed. All the data presented is based on CLIL classroom observations in Poland as well as on interviews conducted with CLIL teachers. Finally, problems concerning CLIL methodology are discussed and specific solutions are provided.
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Papaja, K. (2014). How to Teach in CLIL? Some Remarks on CLIL Methodology. In: Pawlak, M., Bielak, J., Mystkowska-Wiertelak, A. (eds) Classroom-oriented Research. Second Language Learning and Teaching. Springer, Heidelberg. https://doi.org/10.1007/978-3-319-00188-3_15
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