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
Cover of the book Drama and CLIL by Juan José Torres Núñez, Susana Nicolás Román, Peter Lang
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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.

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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.

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