The Importance Of The Language Teacher

2995 Words 12 Pages
Register to read the introduction… We think that “in theory”, it is possible to believe that all subjects can be taught through CLIL; however, some of them are too linguistically limited and don’t allow students to express themselves as critically as other subjects do. Therefore, the number of vocabulary and of structures learned by the students will be limited as well. Science based subjects like Chemistry; Physics and Biology are poorer in language than social sciences like History, Geography and literature. Social sciences offer a variety of opportunities for communicative activities that promote analysis and critical thinking. These subjects offer a wide array of contextualized language. In CLIL, the content of subjects should show thematic continuity and conceptual …show more content…
There is a controversy on deciding which teachers are the best for teaching CLIL. Is it the subject teacher or the language teacher? One of the main problems of CLIL is that language teachers lack knowledge on the subjects while subject teachers have minimal knowledge of foreign languages. Probably in some ‘English-rich’ sociolinguistic contexts the best answer will be the subject teacher. As being exposed to the target language daily, not only the teachers, but also the students will feel more confident and comfortable with the use of CLIL in the class. But even in these cases that can sound easier and more accessible, proper CLIL training is the key to achieve the goals and objectives required for the subject. In Europe some CLIL training programs are being implemented, there are few specifically designed teacher training programs and not many can have access to them. Unlike the European context, most Peruvian subject teachers lack proficiency or have little knowledge about English, which prevents them to become CLIL …show more content…
To solve these inconveniences, compulsory training must be provided. Teachers need to be trained in how CLIL works, in its basic principles (The Holy Trinity), the correct use and design of materials, and proper assessment. According to Ball and Lindsay (2010), this training should take place at the beginning of the academic year to give teachers a general background of the methods and materials to be used during the academic year. During the meetings in the academic year, teachers will observe a class so that they can observe a specific technique and discuss about it. Teachers will also be observed and they will receive appropriate feedback to improve their teaching. Another way of training teachers is the use of ‘adjunct courses’ where there is cooperation between departments. Language and subject teachers develop good practices by working together to build the content and the language to be

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