Abstract:

The CLIL (Content and Language Integrated Learning) method with its dual emphasis on both content and language promises to enhance the academic and linguistic skills of the student, especially the learning disabled, in a two-way and drastic way. Through co-teaching activities and through the implementation of Erasmus-eTwinning educational activities combining a focus on the language of communication and selected curricular subjects, the dynamics of CLIL are described. Indicative references are made to applied practices at the Gymnasium Mygdonias, where the method was applied in the context of language smoothing or normalisation of the lesson in the mother tongue (Greek) and during collaborative actions of the Erasmus KA229 transnational school partnership strategy.

We propose a co-teaching model that we call "CLIL Language Shadow Teacher“ (CLST). Starting point is the acceptance of the fact that for many students the academic language used in science school subjects creates a difficult to overcome language barrier, even in their mother tongue. Thus, the science subject teacher co-creates along with the language teacher a learning environment that allows all learners to experience learning as the meaningful process it should be via designing language barrier-free activities. Language smoothing or normalisation of the lesson in the mother tongue can create a successful learning environment that helps students to understand the concepts that we need to teach. We co-plan and differentiate our lessons with precision to meet the diverse language & content needs of students in inclusive settings (Stein, 2016). Analysis of the linguistic demands of the content areas is the guideline of co-designing the lesson plan and co-teaching (Davison, 2006).

Meeting effectively the language demands of a science lesson using CLIL tools and techniques via collaborative relationships between language and content teachers, can set realistic goals for learners’ academic skills development in science school subjects. We believe that enhancement of the implementation of this model is a teaching approach promising to enhance innovation and inclusion in everyday school practice.

References:
[1] Davison, Chris. (2006). Collaboration Between ESL and Content Teachers: How Do We Know When We Are Doing It Right?. International Journal of Bilingual Education and Bilingualism. 9. 454-475. 10.2167/beb339.0.
[2] Stein, E. (2016). Elevating Co-Teaching Through UDL. Wakefield, MA: CAST Professional Publishing.

Keywords:

CLIL, Language, Content, Skills, Co-teaching model, Erasmus.