Conclusions
From the outcome of our investigation it is possible to conclude that
the two main ideas behind CLIL materials are that the approach is topic focused
and that students learn the language through the content. When the content is
interesting and relevant to their other studies, students may be more motivated
than when the focus is on the nuts and bolts of the language (for example,
grammar). The second idea is that, by using topics that they are familiar
with and, if possible, that they have recently studied in their mother
tongue, students will be able to learn more as they will already know a lot of
the content and context. This familiarity enables them to pay attention to
details that they would otherwise miss.
CLIL also promotes a holistic approach to teaching and learning. Rather than starting with the small and building to the large, it works the other way around. This ‘top-down’ approach, using existing knowledge, contextual clues and overall meaning is almost certainly faster and probably a more useful way of learning, than a ‘bottom-up’ approach.
Moreover, students learn the same way as native speakers do. Lessons are based around highly motivational topics using a top down approach. The content is familiar to students and multiple intelligences friendly. Students focus on fluency and communication and have the opportunity to experiment with language. Besides, CLIL allows language to be used for real purpose and in context. It often involves using real resources from the country whose language is being learnt and discussing other points of view and so can contribute to intercultural understanding.
It is often very motivating; a wide range of children say they learn the language without thinking. However, teachers using the CLIL approach need to have the skills and language to teach the subjects in combination. For this reason, there is a need for some specific training in methodology and assessment procedures and progression in both subjects needs careful tracking.
Seeing this, the proposed method can be readily used in practices. By the same token, it is known that the use of CLIL means an increased exposure to the foreign language so as to children will develop their language skills.
Moreover, we can see how increased exposure to foreign language students, which helps them develop language skills more effectively. In addition, patterns and routines functional use of L2, which are difficult to establish working with children with a traditional approach are marked. Thus, information gaps are generated through the meaningful use of language necessary for communication to use situations from occurring.
On the other hand, students shown great participation, collaboration and acquired knowledge all interacting with others, all thanks to physical education as it provides valuable skills to interact with other children and helps disinhibition. Therefore, increase motivation and consequently, improve academic outcomes.
Thus, we see how the acquisition of the foreign language through TPR approach relates to the acquisition of the mother tongue. That is, all children begin learning their language by orders they receive in their daily lives, such as "sit", "listening”, just as J. Asher proposes that second language should be learned life through the TPR approach, as this process would be similar to the development of the first language, and allows a long period of development of understanding before language production. Students are called to physically respond to verbal commands like to start learning their mother tongue.
CLIL also promotes a holistic approach to teaching and learning. Rather than starting with the small and building to the large, it works the other way around. This ‘top-down’ approach, using existing knowledge, contextual clues and overall meaning is almost certainly faster and probably a more useful way of learning, than a ‘bottom-up’ approach.
Moreover, students learn the same way as native speakers do. Lessons are based around highly motivational topics using a top down approach. The content is familiar to students and multiple intelligences friendly. Students focus on fluency and communication and have the opportunity to experiment with language. Besides, CLIL allows language to be used for real purpose and in context. It often involves using real resources from the country whose language is being learnt and discussing other points of view and so can contribute to intercultural understanding.
It is often very motivating; a wide range of children say they learn the language without thinking. However, teachers using the CLIL approach need to have the skills and language to teach the subjects in combination. For this reason, there is a need for some specific training in methodology and assessment procedures and progression in both subjects needs careful tracking.
Seeing this, the proposed method can be readily used in practices. By the same token, it is known that the use of CLIL means an increased exposure to the foreign language so as to children will develop their language skills.
Moreover, we can see how increased exposure to foreign language students, which helps them develop language skills more effectively. In addition, patterns and routines functional use of L2, which are difficult to establish working with children with a traditional approach are marked. Thus, information gaps are generated through the meaningful use of language necessary for communication to use situations from occurring.
On the other hand, students shown great participation, collaboration and acquired knowledge all interacting with others, all thanks to physical education as it provides valuable skills to interact with other children and helps disinhibition. Therefore, increase motivation and consequently, improve academic outcomes.
Thus, we see how the acquisition of the foreign language through TPR approach relates to the acquisition of the mother tongue. That is, all children begin learning their language by orders they receive in their daily lives, such as "sit", "listening”, just as J. Asher proposes that second language should be learned life through the TPR approach, as this process would be similar to the development of the first language, and allows a long period of development of understanding before language production. Students are called to physically respond to verbal commands like to start learning their mother tongue.