Content and Language Integrated Learning (CLIL): A Methodology of Bilingual Teaching. Bernd Klewitz

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      ibidem-Press, Stuttgart

      Table of Contents

       Introduction

       Chapter 1 Bilingual Children

       Vignette “A Family Experiment”

       1.1 Dismantling Myths and Legends of Bilingualism

       1.2 The Guide for Bilingual Parents

       1.3 The Graduate Medical School of Hanover

       1.4 The Gap Between Knowing and Doing

       1.5 The Dual System Hypothesis

       1.6 The Unitary Language System Hypothesis

       Chapter 2 Nativist and Cognitive Positions

       Vignette “Language is the dress of thought”

       2.1 The Research on Second Language Acquisition

       2.2 Behaviorism and a Black Box

       2.3 The Universal Grammar and Noam Chomsky

       2.4 The Minimalist Position of Recursion

       2.5 The Input and Output Hypotheses

       2.6 Language Learning as a Social Process—The Zone of Proximal Development (ZPD)

       Chapter 3 Nature versus Nurture

       Vignette “The American Experience”

       3.1 The Fundamental Difference Hypothesis

       3.2 Linking Nature and Nurture

       3.3 Anthropology Sheds a New Light

       3.4 The Neuro-biological View

       3.5 The Task-based Approach

       Chapter 4 Learning (Foreign) Languages in Cultural Contexts—Historic and Current Developments

       Vignette “The Dunera Boys”

       4.1 Communicative Language Teaching and the Grammar Question

       4.2 The Common European Framework for Languages

       4.3 Rethinking Foreign Language Teaching

       4.4 The Two Tales of CLIL

       4.5 CLIL Example—Teaching “Bauhaus” Professor Ingrid Zeller; Northwestern University

       Chapter 5 Dimensions and Contexts of Bilingual Teaching

       Vignette “Intercultural Encounters in Student Exchanges”

       5.1 Scotland

       5.2 Canada and the US

       5.3 Australia (& Deutsche Schule Melbourne)

       5.4 Germany and Europe

       5.5 Learning Principles

       5.6 Principles of Quality Teaching (Luther College)

       5.7 Teaching Design as an Instructional Model (McKinnon Secondary College)

       5.8 Linguistic Risk Taking (Ottawa)

       Chapter 6 Building Blocks of CLIL

       Vignette “Windows in the Foreign Language Classroom”

       6.1 Features of Multi-perspective Learning

       6.2 Guiding Questions for CLIL Lesson Planning

       6.3 The 4 Cs Framework

       6.4 Discourse Competences—Bridging BICS and CALP

       6.5 The Language Triptych

       6.6 The Bilingual Triangle and the Third Space

       6.7 Task Design Wheel and Task-verbs

       6.8 Primacy of Content

       6.9 Scaffolding as a Dual Teaching Strategy

       Chapter 7 Literary CLIL

       Vignette “Intertextuality”

       7.1 Literature as Part of the Bilingual Curriculum