Abstract:

This article is a report on traditional vs. alternative teaching. Traditional teaching is characterized by imposition, external discipline, learning from texts and teachers, acquisition of isolated skills and techniques by drills, preparation for a more or less distant future, and static aims and materials. In contrast, alternative approaches and CLIL are characterized by expression and cultivation of individuality, free activity, learning through experience, acquisition of skills and techniques to attain ends that make a direct vital appeal, making the most of the opportunities of present life and acquaintance with a changing world. However, learning through experience and our construction cannot teach us everything. Not all experience is educative. Mis-educative experience has “the effect of arresting or distorting the growth of further experience” (Dewey 2007, p. 25).

Likewise, Brehmer (1980, pp. 239-240) stated that experience did not have to lead to a better way of thinking “because it stems from an untenable conception of the nature of experience[…] if we do not learn from experience, this is largely because experience often gives us little information to learn from”. The CLIL method, based on the principles of constructivism, uses techniques emphasizing the learners’ activity and critical thinking and contributing to developing their autonomy. As a form of bilingual education, the Content and Language Integrated Learning method has the potential for meaningful use of languages and language learning. It is generally believed that CLIL methodology holds immense potential and could open a new door for promoting and developing global skills focusing on more meaningful education. Abroad, the CLIL methodology is nothing new and has long been used and researched as a method that provides linguistic education and impacts the conceptualization of thinking (Marsh, TIE-CLIL, online). It combines aspects of learning styles and theories of intelligence proposed by Piaget, Bloom, Vygotsky, Gardner, and Sternberg within a constructivist framework.

Keywords:

Global Skills, Critical Thinking Development, Language Learning, Content and Language Integrated Learning.