Day 1 Session 2 (Wednesday, 8 October 2014, 2 - 3.30pm)
Aims of and Rationale for CLIL
The first time I heard the acronym 'CLIL' was during the
session with Ms. Katie, my home tutor for the English Teacher's Training
Programme (ETTP) here in Politeknik Balik Pulau, Penang. It came very blurry to
me as I haven't heard of it before. I wasn't sure what it meant either.
Coming back to the world of teaching after 8 years is
really a huge task for me, since I left teaching profession way back in March
2006. Luckily, I have friends whom I just met who have willingly helped me
throughout this course.
As for me, I find this topic very interesting because I've
learned and seen things in a different perspective. For the past 8 years, I
only did administrative tasks and didn't know anything about CLIL. As the
session went on, I finally find out what CLIL is all about.
There are 4 C's in CLIL. They are: CONTENT (subject
matter), COMMUNICATION (language), COGNITION (thinking) and CULTURE (awareness
of else and 'otherness'). In plain words, CLIL provides students to a new and
exciting learning experience, as the subject matter and language are taught
together.
 |
| CONTENT |
 |
| COMMUNICATION |
 |
| COGNITION |
 |
| CULTURE |
CLIL can be challenging for both subject teachers and
language teachers. Subject teachers must learn about the language needed for
his/her lessons. Meanwhile, language teachers need to learn more about the
subject content.
As for me, I'm looking forward to apply CLIL with my
students as I find it an interesting approach to teach English. By using CLIL
approach in my classroom, I really hope that my students will enjoy their
English Language lesson after this and improve themselves in the English
Language subject.
Noor Zahilah Rapal (Sultan Salahuddin Abdul Aziz Shah
Polytechnic) & Zuraida Dzulkafly (Bachok Vocational College)
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