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
Criteria for producing CLIL learning material - Peeter Mehisto Encuentro 21, 2012, ISSN 1989-0796, pp. 15-33
https://files.eric.ed.gov/fulltext/ED539729.pdf
The paper outlines a set of overarching principles that can be universally applied to the construction of diverse forms of educational resources, the criteria for the development of learning materials specifically designed for Content and Language Integrated Learning (CLIL), also offering practical illustrations of how each criterion might be implemented, accompanied by a rationale supported by relevant references. 2. 2
Guidelines on how to develop CLIL materials and lesson plans in primary schools.
http://www.clil4children.eu/guidelines-on-how-to-develop-clil-materials-and-lesson-plans-in-primary-schools/
The purpose of "Guidelines on how to develop CLIL materials and lesson plans in primary schools" is to aid planners in the design of CLIL courses by providing guidelines. The first section describes the C4C project's overall structure and topic distribution. The second section contains a set of norms and principles to be adhered to when planning lessons. The final section includes a lesson planning template and an example lecture with references to all external materials.
CLIL in Art: Materials Design and Implementation
https://ikee.lib.auth.gr/record/289268/files/GRI-2017-19221.pdf
This material is the dissertation submitted to the Department of Theoretical and Applied Linguistics, School of English, Faculty of Philosophy of Aristotle University of Thessaloniki, by Chrysanthi Tsantari. The objective of this study is to provide a comprehensive overview of the design and implementation process involved in creating Content and Language Integrated Learning (CLIL) materials in Art classes.
CLIL in Art Lessons, VIKTORINOVÁ, Petra, Hradec Králové: Faculty of Education, University of Hradec Králové, 2015. 81 pp. Diploma Degree Thesis.
https://theses.cz/id/z50hgo/STAG66552.pdf
The primary objective of this thesis is to examine the technique and planning involved in Content and Language Integrated Learning (CLIL) sessions. Additionally, this study aims to explore the relevant ideas and educational movements that hold significance in the context of CLIL.
The practical component of this study is on exploring the relationship between English and Art, as well as evaluating the effectiveness of implemented lesson plans through the assessment of students' perceptions of Content and Language Integrated Learning (CLIL).
Pavla Puškášová, CLIL Activities in Music Lessons, MASARYK UNIVERSITY, FACULTY OF EDUCATION DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE
https://is.muni.cz/th/n9k5k/DIPLOMA_complete.pdf
The diploma thesis is structured into two primary sections. The initial section of this study seeks to examine the theoretical framework of the Content and Language Integrated Learning (CLIL) approach in a comprehensive manner. Next, the subsequent section explores the practical aspect, clarifying the process of designing CLIL activities.