COD 2008 - P080

"CLIL – The potential of multilingual education" Videoconference with Michele Guerrini

Primary heads and teachers.

1 sessions, start: 10-Apr

Course detail

Year: 2008
Level: Primary
Language: English
Status: Ended
Lugar: A1129 - Richmond Publishing
Facilitator/s: Ms. Laura Elina Renart MA
Print course
ESSARP Schools
ARS
Exams Schools
ARS
Non affiliate
ARS 40.00

Sessions

Sessions Dates Start Finish
1 10 April 2008 09:30 am 12:00 pm

Facilitator/s

Laura Elina Renart

Laura Renart holds an MA in Education and Professional Development from the University of East Anglia, UK. She is a tutor at Universidad Nacional de Quilmes, Universidad Nacional del Litoral and a teacher trainer at Instituto Superior del Profesorado Dr Sáenz. Laura has presented extensively at conferences and has trained teachers locally and in UK, Ireland, Uruguay, Colombia and China with NILE (www.nile-elt.com) and the British Council. With NILE, Laura is a MAPDLE (MA in Professional Development for Language Education) tutor and has also been part of the research team for "English Teaching in the Early Years" in Peru. Her main interests have to do with bilingual and multilingual education in the local context.
Primary heads and teachers.
- Common European Framework – brief introduction. - Domains of language activities. Levels within CEF: From A1 to C. - Using languages to learn and learning to use languages: David Marsh. - CLIL types. - Can-do statements. - Definitions of bilingual education around the world and in Argentina. - Test: "Do you CLIL?". - Points of contact with bilingual education in Argentina. - History of CLIL – thinkers. - Some CLIL concepts. - Skills for teachers. - Disadvantages? - What to assess – how to assess.
CLIL – content and language integrated learning, in which pupils learn a subject through the medium of a foreign language, is the approach at teaching languages favoured by the European Community and designed within the Common European Framework for Languages, which in turn establishes parameters for international examinations. It is also referred to as "bilingual education" in Europe, in what way can it be compared to bilingual education in Argentina? How does it differ? We'll briefly consider the implications of a teaching approach that favors "learning by construction rather than learning by instruction".
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