Approaching Content and Language Integrated Learning Model (CLIL) from Different Perspectives

Yıl 2021, Cilt: 9 Sayı: 4, 232 - 249, 30.12.2021

Rıfat Günday

https://doi.org/10.29228/ijlet.54126

Öz

The aim of this study is to examine and evaluate the position of the content and language integrated learning (CLIL) model in terms of content-based teaching models, its use in second language acquisition and foreign language learning, its limitations, at which teaching levels it can be used more efficiently, the difficulties that may be encountered, and its positive and negative aspects from different perspectives. One of the factors that are beneficial in achieving success in foreign language education is the approach, methods and techniques followed. Additionally, it is seen that there has been a lot of talk recently about models for second language and foreign language acquisition and teaching. One of these models is the Content and Language Integrated Learning model (CLIL). This model, which envisages teaching/learning the target language in an interdisciplinary framework, started to be applied especially for second language acquisition in Europe in the 1990s. This model is a focus on both the content and the target language at the same time. This complicates the process a little. Instead, when choosing the themes in foreign language education, the topics that are frequently used in communication and actions in daily life should be decisive, not the content themes of different courses. In the background of the content and language integrated learning model, there is the philosophy of interdisciplinarity and multilingualism. These models can be considered as models that can be applied in the second language acquisition/learning process of mostly bilingual or multi-lingual countries and societies, minority or immigrant groups.

Anahtar Kelimeler

Language education, approach, method, model, CLIL

İçerik ve Dil Bütünleştirilmiş Öğrenme Modeline Farklı Açılardan Yaklaşım

Öz

Bu çalışmanın amacı, içerik ve dil bütünleştirilmiş öğrenme (CLIL) modelinin içerik temelli öğretim modelleri açısından konumunu, ikinci dil edinimi ve yabancı dil öğreniminde kullanım durumunu, sınırlılıklarını, hangi öğretim düzeylerinde daha verimli kullanılabileceğini, karşılaşılabilecek güçlükleri, olumlu ve olumsuz yanlarını farklı bakış açılarından irdelemek ve değerlendirmelerde bulunmaktır. Yabancı dil eğitiminde başarıya ulaşmada etkili olan unsurlardan birisi de izlenen yaklaşım, yöntem ve tekniklerdir. Bunun yanında son zamanlarda ikinci dil ve yabancı dil edinim ve öğretimine yönelik modellerden de oldukça çok söz edildiği görülmektedir. Bu modellerden birisi de içerik ve dil bütünleştirilmiş öğrenme modelidir. Hedef dilin disiplinler arası bir çerçevede öğretilmesi/öğrenilmesini öngören bu model, 1990’lı yıllarda Avrupa’da özellikle ikinci dil edinimine yönelik uygulanmaya başlamıştır. Bu modelde aynı anda hem içeriğe hem de hedef dile odaklanma söz konusudur. Bu durum süreci biraz zorlaştırmaktadır. Bunun yerine yabancı dil eğitiminde temalar seçilirken farklı derslerin içerik temaları değil, günlük yaşamda iletişim ve eylemlerde sıklıkla kullanılan konular belirleyici olmalıdır. İçerik ve dil bütünleştirilmiş öğrenme modelinin arka planında disiplinlerarasılık ve çok dillilik felsefesi bulunmaktadır. Bu modeller daha çok çift ya da daha fazla dilli ülke ve toplumlarla, azınlık veya göçmen gruplarının ikinci dil edinim/öğrenim sürecinde başvurulabilecek modeller olarak değerlendirilebilir.

Anahtar Kelimeler

Dil eğitimi, yaklaşım, yöntem, model, İçerik ve dil bütünleştirilmiş öğrenme

Kaynakça

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