Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA).
Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA).
Table of Contents
1.Title: “How CLIL are you check-list”
Description: a resource containing a list of statements to help teacher self-evaluate their involvement in CLIL philosophy.
http://enrichproject.eu/images/CPD/2.3.2_Employing_CLIL/232_Employing_CLIL_-_Checklist_-_How_CLIL_are_you.pdf
2.Title: The CLIL Teacher’s Competence Grid
Description: This is a document containing a grid which presents the teacher’s competences that can support the construction of rich CLIL learning environments. This grid offers a point of reference for discussions pertaining to CLIL teaching and teacher development.
http://tplusm.net/CLIL_Competences_Grid_31.12.09.pdf
3.Title: Creative River Journeys
Description: This document is research paper on using reflective practice within a practice-led research context
https://core.ac.uk/download/pdf/41530339.pdf
4.Title: Content Language Integrated Learning with Diana Hicks
Description: This document is a research paper which offers an effective overview on CLIL methodology, strategies and techniques applied in classrooms.
https://trainingintoeurope.files.wordpress.com/2018/03/clil-in-a-nutshell.pdf
5.Title: CLIL Teacher Profile
Description: This document is a chart containing CLIL teacher self-evaluation scheme taking into consideration different criteria: Language, Foreign language learning competencies, educational context and so on.
http://ficus.pntic.mec.es/~jest0015/CAP/teaching.pdf
6.Title: Content and Language Integrated Learning
Description: This document is a research paper in which the author tries to analyse the practicability of the CLIL model as elaborate by Coyle and explore its benefits on the pupils’ communicative competence and intercultural awareness