Drama and CLIL
A new challenge for the teaching approaches in bilingual education
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Adult & Continuing Education, Study Aids, ESL, Foreign Languages
| Author: | Juan José Torres Núñez, Susana Nicolás Román | ISBN: | 9783035194098 |
| Publisher: | Peter Lang | Publication: | April 7, 2015 |
| Imprint: | Peter Lang AG, Internationaler Verlag der Wissenschaften | Language: | English |
| Author: | Juan José Torres Núñez, Susana Nicolás Román |
| ISBN: | 9783035194098 |
| Publisher: | Peter Lang |
| Publication: | April 7, 2015 |
| Imprint: | Peter Lang AG, Internationaler Verlag der Wissenschaften |
| Language: | English |
Content and Language Integrated Learning (CLIL) has transformed the educational scene and brought about a revolution of teaching methods and principles in the bilingual education environment. The major challenge in the implementation of a teacher education curriculum in CLIL is the integration of different teaching approaches to promote content and language mastery. What is certain is that there is no fixed model for CLIL and that for resources to be effective they have to be contextualized and motivating for both teachers and students. The four Cs (Content, Cognition, Communication and Culture) proposed by Coyle (1999) as framework for CLIL implementations find in drama a powerful meeting point to develop communicative skills and beyond. CLIL opens new possibilities for the implementation of drama in its multiple varieties: role-play, simulations, drama activities, educational drama and so on. This book proposes articles on the possibilities of drama as a challenging learning experience from primary to higher education.
Content and Language Integrated Learning (CLIL) has transformed the educational scene and brought about a revolution of teaching methods and principles in the bilingual education environment. The major challenge in the implementation of a teacher education curriculum in CLIL is the integration of different teaching approaches to promote content and language mastery. What is certain is that there is no fixed model for CLIL and that for resources to be effective they have to be contextualized and motivating for both teachers and students. The four Cs (Content, Cognition, Communication and Culture) proposed by Coyle (1999) as framework for CLIL implementations find in drama a powerful meeting point to develop communicative skills and beyond. CLIL opens new possibilities for the implementation of drama in its multiple varieties: role-play, simulations, drama activities, educational drama and so on. This book proposes articles on the possibilities of drama as a challenging learning experience from primary to higher education.
