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FACULTAD DE CIENCIAS BÁSICAS Y EDUCACIÓN DEPARTAMENTO DE LENGUAS MODERNAS PROGRAMA DE LENGUA CASTELLANA E INGLÉS ENGLISH DIDACTICS 2020-I Students: Gemima Villarreal, Carlos Andrés Hostia, and Julio Ríos Date: April 20th, 2020 Grade: o2 Teacher: Maria Angélica Acosta In a comparative chart clearly state the similarities and differences between CLIL and CBI APPROACH CLIL: Content and Language Integrated Learning

SIMILARITIES  Both teach content through the language.  The L2 is the medium of instruction.  The curriculum is the same as for L1.  Overt support exists for the L1.  The programme aims for additive bilingualism. Exposure to the L2 mainly in the classroom.  Students enter with similar levels of L2. (7) The teachers are bilingual.  The classroom culture is that of the L1.  CBI/CLIL refers to a variety of pedagogical programmes and their study has been approached from different theoretical and methodological perspectives.   CBI/CLIL aims at pluralism and enrichment and not at assimilation. The idea is that by becoming multilingual students will be able to communicate with other people, to get a better understanding of other cultures, to be

DIFFERENCES “Diverse methodologies are used which lead to dual-focused education where attention is given to both topic and language” (Marsh, 2008, p. 1986). “a dual-focused educational approach . . . a fusion” of both subject content and language learning” (Coyle, Hood, & Marsh, 2010, p. 6) “Parts of the curriculum are delivered through a foreign language. Learners acquire the target language naturalistically” (Coleman, 2006, p. 4). “Learners are engaged in a joint learning practice of subject matter and foreign language” (Smit & Dafouz, 2012, p. 1)  With CLIL you can teach subjects such a science, history, math, geography, etc.to students through a foreign language.  Integrate language and skills, and receptive and productive skills  Lessons are often based on reading or listening

better prepared for the job market and, in some cases, to contribute to the development of minority languages.

CBI: Content-based instruction

texts / passages  The language focus in a lesson does not consider structural grading  Language is functional and dictated by the context of the subject  Language is approached lexically rather than grammatically  Learner styles are taken into account in task types.  It encompasses many different forms of learning context Inter-related methodologically  It can enable a school to overcome curriculum constraints by actively introducing additional languages into the curriculum  Children acquire a second language naturally and spontaneously.  With CBI you can combine language and content learning.  Content is taught and learned in L2; teachers and students are held accountable for content.  Content learning is priority.  Language learning is secondary  Content objectives determined by course goals or curriculum.  Language emerges from content and social interactions.  Teachers must select language objectives.  Students are primarily evaluated on content mastery.  Content is used to teach and learn L2, but teachers and learners aren’t held accountable for it.  Language learning is priority.  Content learning may be considered incidental.  Language objectives are determined by L2

course goals or curriculum.  Students are evaluated on language skills/proficiency.  Language objectives drive decisions about how content is integrated