Linking content and language-integrated learning (CLIL) and task-based language teaching (TBLT) in an effective way: a methodological proposal
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.1/16497 |
Resumo: | CLIL and TBLT are approaches that have increasingly captured the attention of both teachers and researchers, and many of the latter have already discussed the ways in which they can be brought together. One of the challenges encountered in the implementation of CLIL has been the discrepancy between the level required to carry out the work for content learning and the students' actual level. One of the solutions may lie in resorting to TBLT, where language is regarded as action and the learner seen as a social actor engaged in real-life-like activities. However, in CLIL, the task being proposed to the students has to be appropriate to their level and their ability to internalise conceptual knowledge. In order to bridge some of the methodological gaps between CLIL and TBLT, a framework for designing content-oriented tasks, based on the one advanced for the project PETALL, has been developed to help teachers plan their CLIL activities. After a theoretical introduction to the principles of Task-based Learning and its integration with CLIL, a template designed to systematise the task is provided and discussed. |
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Linking content and language-integrated learning (CLIL) and task-based language teaching (TBLT) in an effective way: a methodological proposalContent and language-integrated learningTask-based language teachingLanguage teachingLinguisticsCLIL and TBLT are approaches that have increasingly captured the attention of both teachers and researchers, and many of the latter have already discussed the ways in which they can be brought together. One of the challenges encountered in the implementation of CLIL has been the discrepancy between the level required to carry out the work for content learning and the students' actual level. One of the solutions may lie in resorting to TBLT, where language is regarded as action and the learner seen as a social actor engaged in real-life-like activities. However, in CLIL, the task being proposed to the students has to be appropriate to their level and their ability to internalise conceptual knowledge. In order to bridge some of the methodological gaps between CLIL and TBLT, a framework for designing content-oriented tasks, based on the one advanced for the project PETALL, has been developed to help teachers plan their CLIL activities. After a theoretical introduction to the principles of Task-based Learning and its integration with CLIL, a template designed to systematise the task is provided and discussed.Pontifica Universidad Católica de ChileSapientiaLopes, António2021-06-24T11:35:38Z2020-052020-05-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.1/16497eng0717-128510.7764/onomazein.ne6.01info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-24T10:28:26Zoai:sapientia.ualg.pt:10400.1/16497Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:06:37.849179Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Linking content and language-integrated learning (CLIL) and task-based language teaching (TBLT) in an effective way: a methodological proposal |
title |
Linking content and language-integrated learning (CLIL) and task-based language teaching (TBLT) in an effective way: a methodological proposal |
spellingShingle |
Linking content and language-integrated learning (CLIL) and task-based language teaching (TBLT) in an effective way: a methodological proposal Lopes, António Content and language-integrated learning Task-based language teaching Language teaching Linguistics |
title_short |
Linking content and language-integrated learning (CLIL) and task-based language teaching (TBLT) in an effective way: a methodological proposal |
title_full |
Linking content and language-integrated learning (CLIL) and task-based language teaching (TBLT) in an effective way: a methodological proposal |
title_fullStr |
Linking content and language-integrated learning (CLIL) and task-based language teaching (TBLT) in an effective way: a methodological proposal |
title_full_unstemmed |
Linking content and language-integrated learning (CLIL) and task-based language teaching (TBLT) in an effective way: a methodological proposal |
title_sort |
Linking content and language-integrated learning (CLIL) and task-based language teaching (TBLT) in an effective way: a methodological proposal |
author |
Lopes, António |
author_facet |
Lopes, António |
author_role |
author |
dc.contributor.none.fl_str_mv |
Sapientia |
dc.contributor.author.fl_str_mv |
Lopes, António |
dc.subject.por.fl_str_mv |
Content and language-integrated learning Task-based language teaching Language teaching Linguistics |
topic |
Content and language-integrated learning Task-based language teaching Language teaching Linguistics |
description |
CLIL and TBLT are approaches that have increasingly captured the attention of both teachers and researchers, and many of the latter have already discussed the ways in which they can be brought together. One of the challenges encountered in the implementation of CLIL has been the discrepancy between the level required to carry out the work for content learning and the students' actual level. One of the solutions may lie in resorting to TBLT, where language is regarded as action and the learner seen as a social actor engaged in real-life-like activities. However, in CLIL, the task being proposed to the students has to be appropriate to their level and their ability to internalise conceptual knowledge. In order to bridge some of the methodological gaps between CLIL and TBLT, a framework for designing content-oriented tasks, based on the one advanced for the project PETALL, has been developed to help teachers plan their CLIL activities. After a theoretical introduction to the principles of Task-based Learning and its integration with CLIL, a template designed to systematise the task is provided and discussed. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-05 2020-05-01T00:00:00Z 2021-06-24T11:35:38Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.1/16497 |
url |
http://hdl.handle.net/10400.1/16497 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
0717-1285 10.7764/onomazein.ne6.01 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Pontifica Universidad Católica de Chile |
publisher.none.fl_str_mv |
Pontifica Universidad Católica de Chile |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799133308848701440 |