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
Read the following text by Russell Stannard
The term CLIL seems to be an umbrella term for a range of contexts. At one end we have what is often termed ‘Hard CLIL’ ( Phil Ball 2009). In most cases, this means the delivery of a subject like history or geography in English rather than in the mother tongue. These courses are often delivered by subject specialist teachers who are non-native. […]
Weak or soft CLIL reminds me more of my own language learning and what I used to like to do in class. In other words, focus on (hopefully) interesting content through the medium of English. This is done by either non-native or native teachers.
You can read the whole article here: https://www.teachers-corner.co.uk/russell-stannard-content-king-soft-hard-clil/
A) After reading Stannard’s way of defining hard and soft CLIL, answer the following questions:
When the foreign language enters the daily life of daily routines is it called?
[ ] Soft clil
[ ] Hard clil
When the foreign language enters the subject of the discipline is it called?
[ ] Soft clil
[ ] Hard clil
B) Complete the two sentences with the phrases given:
Sentence 1: We speak of soft clil when … [the second language enters everyday life]
Sentence 2: We speak of Hard clil when … [a disciplinary topic is addressed in a language other than everyday speech]
