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Advisor(s)
Abstract(s)
In this paper, we propose a terminology-based approach to CLIL, named TerminoCLIL. This
approach was developed and implemented in the framework of the CLIL-ReCLES. PT Project, one of
the first applied research projects in Portugal, aiming at, in general terms, implementing CLIL courses
in Portuguese Higher Education Institutions (HEI) and at establishing a CLIL community of practice in
HE.
Although CLIL is still lacking some conceptual clarity [2], in this paper CLIL is viewed as a languagedriven
instruction tool to learn content, and not as a language-teaching approach.
This is why we believe that Terminology, viewed as the study of terms and their use in specialized
languages, can contribute to strengthen the link between the two dimensions of CLIL: (a) content
(knowledge) and (b) language (discourse on the knowledge). In fact, due to the extra-linguistic nature
of knowledge, it is generally through discourse (language) that knowledge and its representations,
conveyed by specialized texts, can be acquired.
In TerminoCLIL specialized texts are used in a scaffolded process of three different but connected
stages [8], to support the introduction to, use and structuring of domain knowledge. This approach
aims at the progressive acquisition and management of domain terminology by the students using
strategies of retrieval/organisation, application and representation/visualisation of knowledge,
The use of this approach by CLIL teachers is guided by a Learning Activity Plan (LAP), developed to
help accomplish the objectives of acquiring specialized knowledge, either individually or
collaboratively, in a scaffolded learning process.