CLIL – how to do it:
This section contains resources for secondary teachers to use in the bilingual classroom and classrooms where English is used as a medium of instruction to teach other subjects.
CLIL – worksheets:
Looking for extra CLIL material to build on the topics in New Inspiration? Looking for web-based CLIL worksheets which encourage students to research information online? The following bespoke CLIL worksheets are linked to every two units of the New Inspiration Student’s Books and provide additional practice to the CLIL lessons in the Workbook.
CLIL – Media:
Some CLIL online resources for teachers. These materials we will help you for your lessons.
Intercultural Learning:
This is the first of two articles that deal with the topic of intercultural awareness and learning. This article sets out the methodological background to this topic, and the second article - Intercultural learning 2 - offers practical suggestions for the classroom.
Developing intercultural competence:
Nowadays, schools are becoming increasingly diverse, both culturally and linguistically. As a result, teachers need to be more cross-culturally competent. In this article, I will explain why intercultural competence is so important in the modern day language school and suggest some strategies and activities which both raise intercultural awareness and maintain students’ sense of ethnocultural pride and identity.
CLIL and Intercultural Communicative Competence: One of the core developments of globalisation lies in the increased cooperation and communication across cultures. With this, the integrated competencies in foreign languages and intercultural communication are considered to be keys to successfully engaging and participating in modern life and society. The field of foreign language education is seen as a fundamental building block in fostering intercultural communicative competence (ICC). The dual focussed nature of CLIL-classrooms, i.e. the merging of a foreign language with content subject matter, seems to provide an ideal environment to initiate intercultural learning: content is never culturally neutral.
Analysing, (re)constructing, comparing, contrasting and relativising one’s own cultural perspective and foreign cultural perspectives are essential elements in the development of intercultural competence. The ability to then shift and mediate between these cultural perspectives is a core objective in the intercultural learning process. Within rich CLIL environments a multitude of impulses may arise, which in turn lead to an exploration of different cultural viewpoints and, subsequently, enable shifts between these.
