Abstract:

Developing CLIL materials requires a lot of preparation because it is complicated to integrate the elements of learning a foreign language and a discipline. CLIL approach is based on theoretical principles which develop particular skills.

The first principle implies the implementation of 4C-framework. The framework involves the integration of Content, Communication, Cognition and Culture. Content is a topic or a discipline to be learnt through the programme. Communication – the language students use throughout the course. Cognition implies the development of thinking skills of the learners. Culture is fostering international understanding, tolerance to other cultures.

Secondly, in the foundation of CLIL approach there is a theory of L. Vygotsky which holds that students should reach their Zone of Proximal Development. Reaching the Zone of Proximal Development requires solving cognitive challenges which means that students should acquire CALP (Cognitive Academic Language Proficiency). The intent of a teacher is to assist students in the process of developing cognitive skills.

One of the methods of fostering cognitive thinking is creating CLIL tasks according to Bloom’s taxonomy: its hierarchy of thinking skills. The other means of helping students in the process of learning is scaffolding method. Scaffolding should help learners to broaden their experience, consequently, it is of great importance to provide them with concrete, comprehensible scaffolding tasks. During our experiment two main scaffolding techniques were implemented in the learning process: code-switching and translanguaging.

The mentioned principles lie at the core of CLIL-module “Economics” that we designed for third-year students. The CLIL-module consists of twelve units and a case study:
˗ Unit 1 – Introduction to Economics.
˗ Unit 2 – Economic Systems.
˗ Unit 3 – Supply and Demand.
˗ Unit 4 – Factors of Production.
˗ Unit 5 – Market Equilibrium.
˗ Unit 6 – Entrepreneurship.
˗ Unit 7 – Types of Business Organizations.
˗ Unit 8 – Functions of the Government.
˗ Unit 9 – Fiscal and Monetary Policy.
˗ Unit 10 – Economic Indicators.
˗ Unit 11 – International Trade.
˗ Unit 12 – International Organizations and the World Economy.
˗ Case study – “BREXIT”.

In the process of designing the module the following literature was used for building the content:
˗ Bamford, C., Grant S. (2010). Cambridge International AS and A Level. Economics. Course Book. 2nd Edition. Cambridge: CUP.
˗ http://www.berriencte.org/resources/marketingeconomics-collaborative-teaching-model/economin-lesson-plans/unit-2/.
˗ http://ecedweb.unomaha.edu/lessons/lessons6-12.cfm.
˗ https://www.youtube.com/.

According to CLIL curricular variation framework of National Centre for Teacher Training and Development and the British Council (Poland) the designed module represents Model B – Type B: “Dual Focus: the focus is on both content and language”.

The objective of our experiment was to trace the development of students in linguistic competence and in economic content knowledge through CLIL and to analyze the impact of the CLIL-module “Economics”.

According to the analyses of the experiment, the designed CLIL module proved to be successful, at least for the limited number of participants in the experiment.

Keywords:

Content and Language Integrated Learning, 4C framework, foreign language learning.