David marsh clil biography

If we back off, and let the world pass us by, we can swiftly become outmoded and outpaced, especially by the young people we work with in our classrooms. Education is a demanding profession. We are surrounded by the forces of change, and CLIL is one response. Each of our classrooms is a microcosm of our surrounding society. All around us, whether we are in South America, Asia or Europe, we are experiencing new working models which are affecting our lives through the processes of fusion.

Fusion is driven by integration. CLIL is a classic example of fusion. Look at the impact of fusion on the new technologies. Integration of telecommunications, media, entertainment and computing — means that we now carry pocket sized telephones that contain more power, and have vastly more functions, than the computers found in many schools a decade ago.

Indeed, they can hardly be called telephones anymore. Look at Cirque du Soleil which fuses circus, modern music, dance, acrobatics and gymnastics to create a new innovation. It blends ingredients from different sources into a coherent whole and now provides us with innovative and new forms of entertainment.

David marsh clil biography

Fusion is having a profound impact on our lives, and it is as relevant to technology and entertainment, as it is to teaching and learning. It is increasingly easy to see fusion in the curricula in different countries as in new fields of study such as environmental studies and citizenship. Fusion of content and language teaching is one example of educational change.

But the real driving forces behind CLIL are teachers. For language teachers, CLIL is emerging as the most significant methodological change since the s. Multiplicity of terms [ edit ]. See also [ edit ]. References [ edit ]. Archived from the original on 27 September Retrieved 8 July ISBN Archived from the original PDF on 11 January Retrieved 10 January Retrieved 14 September In Banegas, D.

London: Routledge. Cambridge: Cambridge University Press. Applied Linguistics. External links [ edit ]. Categories : Bilingual education Multilingualism Education by subject. On the contrary, it shows the extent to which the approach is used for achieving differing tangible outcomes. These may concern language learning; development of intercultural knowledge, understanding and skills; preparation for internationalisation, and improvement of some aspects of non-language education.

Theoretical justification remains tentative because European pioneering initiatives are relatively recent. However, empirical and anecdotal evidence is favourable, particularly with regard to achieving results with broad school populations. Egalitarianism has been one success factor because the approach is seen to open doors on languages for a broader range of learners.

It has particular significance in terms of early language learning and vocational education. Both of these complement its use with the often more academically-oriented secondary school populations which tend to comprise higher academic ability learners who are likely to enter higher education. It is viewed as inclusive because both below average and above average ability learners have been seen to benefit from exposure.

Research suggests that the intensity and timing of exposure may be more important than high exposure, particularly with certain types of learners. Small-scale long-term exposure is therefore being viewed positively. Early introduction years is now increasingly under discussion as advantageous. English language does not have a monopoly position as a target language.

In addition, teachers do not need to have native or near-native competence in the target language for all forms of delivery, although naturally they need a high level of fluency. The added value of the approach is viewed according to different sectors and types. First and foremost, this is in terms of providing greater individual economic opportunities and benefits, which, in turn, provides greater overall economic return on investment in language education.

In addition, there is potential to enhance:. Language teaching and learning, as delivered through the widely differing educational systems of the European Union member states, clearly needs review and development in one form or another. The examples of failure are often where there is poor teaching through another language, be it English be it Portuguese, whatever.

I would not call that CLIL, I would call that teaching through another language or something like that. And these people do come from language teaching, and they come from subject teaching, and we were looking at the experiences of these people right across the world and in listening and analyzing what they were up to. And I think the answer here is that language teaching is evolving like the teaching of subjects.

CLIL does not threaten language teaching, it actually helps to enhance it. So, I certainly see the future of good language teaching is very, very strong. I mean, the individual teachers can be inspired by this, and they can bring it into the school community and discuss it.