Bring French to life and make it meaningful by linking it to other
subjects using a Content Language Integrated Learning (CLIL) approach.
The practical, easy-to-use ideas in this book will make it easy to
integrate language learning across the curriculum. By incorporating
French into maths, science, history, geography, ICT, etc, language
learning will complement and enhance learning in other subjects, rather
than compete with them for crucial teaching and learning time.Telling
you that "six fois sept est égal 42" is much more exciting for your
class than just practising time tables! With the help of this book, soon
your pupils will be able to tell you "Oui, c'est exact" if their science
predictions were correct or enjoy being able to "envoyer un document"
(send a document) in ICT.
This book was written by Michelle Williams, a primary school teacher,
and Nicolette Hannam, a secondary school teacher. While team-teaching
French to Year 5 they looked at classroom displays, and began to see how
easily French could be accommodated within normal lessons and embedded
across the curriculum. This approach to language learning is known as
Content Language Integrated Learning (CLIL).
The authors spent time examining the National Curriculum and identifying
places where a link with French was possible. After much planning,
teaching and evaluating they have now refi ned their ideas and collected
them in this book, aimed at supporting schools that have chosen French
as a modern foreign language for pupils throughout Key Stage 2.
How does CLIL work?
CLIL involves teaching a subject, such as history or maths, in the
target language, where possible. It encourages a dual-language approach
to any chosen topic, embedding the language within other subjects, and
so enhancing pupils' learning across the curriculum. CLIL lessons can be
stimulating and challenging. They are most successful when they are
supported by visual aids, such as flashcards or dual-language
interactive whiteboard presentations. Tasks should support pupils by
reinforcing prior language knowledge and introducing new vocabulary
gradually. These tasks often provide material for excellent creative
displays that link work across the curriculum, helping pupils to retain
information.
