Developing Individual Language Competences via Task-Based Learning and Content and Language Integrated Learning (CLIL)

• Authors: Astrid Ebenberger
• Languages of publication: EN

Abstracts

EN

In Austria optional English language teaching (ELT) starts in kindergarten. It becomes obligatory and curriculum based in the first year of primary school. The first two years language teaching happens in an integrative way and lasts around 20 minutes per week. It gets expanded to one single lesson per week in the 3rd and 4thgrade of primary school. Schools are allowed to decide autonomously if they offer – depending on their financial and human resources – additional courses for gifted and interested young learners. Therefor the outcomes and competences of learners after four years of obligatory ELT sometimes differ tremendously when children proceed to secondary education. Dealing with a heterogeneous group of language learners and teaching according to individual needs, competences and pre-knowledge seems to be one of the most important and most difficult challenges each teacher, even primary school teachers, has to focus. The aspects of differentiation and individualisation have become crucial for the success of a teaching and learning process. Concepts like task-based learning and especially content and language integrated learning (CLIL) support the increase of proficiency, accuracy and fluency in English as a foreign language. The methods force the preparation of different material and different exercises due to different pre-knowledge, different depths of knowledge and different interests of learners.  According to these aspects the paper (and the talk) presents examples and material that supports the development of individual language competences. 

DE

Der Band enthält die Abstracts ausschließlich in englischer Sprache.

FR

Le numéro contient uniquement les résumés en anglais.

RU

Том не содержит аннотаций на английском языке.

Keywords

EN

Individualiaation; differentiation; CLIL; task-based-learning; foreign-language-teaching

DE

FR

RU

• Publisher: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
• Journal: Lublin Studies in Modern Languages and Literature
• Year: 2017
• Volume: 41
• Issue: 1

Dates

published

2017

online

2017-07-04

Contributors

author

Astrid Ebenberger

References

• Legutke, Michael and others (2012). Teaching English in the Primary School. Stuttgart:Klett.
• Dale, Liz &Tanner, Rosie (2015). CLIL Activities. A resource for subject and language teachers. Cambridge:University Press.
• Nunan, D. (20139). Task-Based Language Teaching. A comprehensively revised edition of Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press
• Willis, D., Willis, J. (2001): Task-based language learning. In Carter, R., Nunan, D. (eds). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press
• Willis, D., Willis, J. (201510): Doing Task-Based-Teaching. Oxford: Oxford University Press

Identifiers

DOI

10.17951/lsmll.2017.41.1.174