In an era in which we are increasingly aware of the value of encouraging near-authentic communication in the language classroom (Lowie, 2018), we are surrounded by approaches, models and principles that propose ways in which content-driven teaching can enhance language learning. In content and language integrated learning (CLIL) and immersion approaches, teachers of other curriculum subjects take on responsibility for also supporting language acquisition, with or without the help of language teachers. In content-based language teaching (CBLT), task-based and 'soft-CLIL' approaches (Bentley, 2010), language teachers employ content as a vehicle to language learning. What the latter models do not address, however, is the question of which content this might be. Language as an academic discipline is concerned not only with communicative skills but also with the mastery of relevant language-specific specific content, for example in the form of literature, media, linguistics or (inter)cultural issues. This symposium will bring together research and practice in which content-driven language education focuses not on content from other disciplines, but on the content of language. It will address the questions of what that content might be, how it can be integrated with language learning and the potential impact of content-rich language education within the curriculum.
In an era in which we are increasingly aware of the value of encouraging near-authentic communication in the language classroom (Lowie, 2018), we are surrounded by approaches, models and principles that propose ways in which content-driven teaching can enhance language learning. In content and language integrated learning (CLIL) and immersion approaches, teachers of other curriculum subjects take on responsibility for also supporting language acquisition, with or without the help of language teachers. In content-based language teaching (CBLT), task-based and 'soft-CLIL' approaches (Bentley, 2010), language teachers employ content as a vehicle to language learning. What the latter models do not address, however, is the question of which content this might be. Language as an academic discipline is concerned not only with communicative skills but also with the mastery of relevant language-specific specific content, for example in the form of literature, media, linguistics or (inter)cultural issues. This symposium will bring together research and practice in which content-driven language education focuses not on content from other disciplines, but on the content of language. It will address the questions of what that content might be, how it can be integrated with language learning and the potential impact of content-rich language education within the curriculum.
Room 1 AILA 2021 aila2021@gcb.nl
Wander Lowie
Ingo Feldhausen
Liz Dale
Kevin Sprague
Emmanuelle Chiocca
Ruth Koro
Tomokazu Ishikawa
Robert Walldén
Tessa Mearns Technical Issues?
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