read the PPT - CCLL: Common Constitution and Language Learning

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Content Content is differently articulated. General areas (like below) are dealt with in many different ways: Fundamental CLIL Principles; Materials Design; Classroom Research Evaluation Web learning
A general consideration Need to provide for practice and application in the actual classroom Students learn to create materials (work as plans) but are rarely seen using them (work as process) so dynamics of classroom teaching in CLIL and all associated issues are not monitored
Page 1 and 2: Carmel Mary Coonan University of Ve
Page 3 and 4: Definition of CLIL Eurydice, 2006
Page 5 and 6: Eurydice, 2006 In half of all count
Page 7 and 8: CLIL TEACHERS IN ITALY CF. HANDOUT
Page 9 and 10: QUESTIONNAIRE … … TO BEGIN TO F
Page 11 and 12: Cont. Great majority of courses ar
Page 13 and 14: Students Mainly: ‐ qualified teac
Page 15 and 16: Connection with practice Great maj
Page 17 and 18: Tendencies Pre‐millenium Post mi
Page 19: Tendencies Pre‐millenium Post mi
Page 23 and 24: Needs analysis: methodological area
Page 25 and 26: Needs analysis: methodological area
Page 27 and 28: Needs analysis: assessment area Or
Page 29 and 30: Teacher qualifications Lack of tra
Page 31 and 32: Costs aspect Few resources availab
Page 33 and 34: CLIL cosmos A galaxy of teacher com
Page 35: Objectives Handout of examples

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