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Unlocking the Power of Learner Autonomy: Mehrsprachigkeit in Schule und

Jese Leos
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Published in Learner Autonomy In The CLIL Classroom (Mehrsprachigkeit In Schule Und Unterricht 18)
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In today's globalized world, the ability to speak multiple languages has become increasingly crucial. This has led to the emergence of Content and Language Integrated Learning (CLIL) as an innovative approach to language education. CLIL aims to promote both language proficiency and subject knowledge by integrating content from different disciplines into language learning. This article explores the role of learner autonomy in the CLIL classroom, specifically focusing on Mehrsprachigkeit in Schule und (multilingualism in school and) as a key aspect of CLIL implementation.

What is learner autonomy, and why is it so important in language education? Learner autonomy refers to an individual's ability to take charge of their own learning process, making informed decisions and taking responsibility for their language development. This concept goes hand in hand with CLIL, as it encourages students to actively engage in their language learning journey, fostering a sense of ownership and motivation. By promoting learner autonomy, CLIL empowers students to become lifelong language learners.

One of the main advantages of implementing learner autonomy in the CLIL classroom is the promotion of Mehrsprachigkeit in Schule und. Multilingualism is increasingly valued in today's society, as it opens up a wide range of opportunities both personally and professionally. By incorporating multiple languages into the CLIL curriculum, students are exposed to different linguistic systems, enhancing their language skills and intercultural competence. This not only prepares them for a multicultural world but also allows them to become active contributors to global conversations.

Learner Autonomy in the CLIL Classroom (Mehrsprachigkeit in Schule und Unterricht 18)
Learner Autonomy in the CLIL Classroom (Mehrsprachigkeit in Schule und Unterricht Book 18)
by Marc Lamont Hill(1st Edition, Kindle Edition)

4.1 out of 5

Language : English
File size : 5806 KB
Text-to-Speech : Enabled
Screen Reader : Supported
Enhanced typesetting : Enabled
Word Wise : Enabled
Print length : 300 pages

How can CLIL teachers foster learner autonomy and Mehrsprachigkeit in Schule und? Here are some strategies and tips:

1. Setting Clear Learning Goals:

Establishing clear learning goals in the CLIL classroom is essential to guide students' language development. By involving students in the goal-setting process, teachers encourage them to take ownership of their learning journey, fostering learner autonomy. Teachers can also incorporate Mehrsprachigkeit in Schule und by setting goals that involve using multiple languages interchangeably within the classroom.

2. Providing Choice and Flexibility:

Offering students choices in their language learning tasks and activities enhances their motivation and engagement. By allowing students to select topics or materials of interest, teachers promote Mehrsprachigkeit in Schule und, as students can explore different languages in relation to various subjects. This flexibility encourages students to become active participants in their language learning process and nurtures their autonomy.

3. Encouraging Self-Assessment and Reflection:

CLIL teachers can encourage learner autonomy by promoting self-assessment and reflection. By providing opportunities for students to evaluate their language skills and setting goals for improvement, teachers empower students to take control of their learning. Additionally, teachers can incorporate Mehrsprachigkeit in Schule und by encouraging students to reflect on their experiences with different languages and cultures.

4. Fostering Collaborative Learning:

Collaborative learning activities promote learner autonomy and Mehrsprachigkeit in Schule und. By encouraging students to work together on language tasks or projects, teachers create an inclusive and supportive learning environment. These collaborative experiences allow students to share their language knowledge and skills while expanding their linguistic repertoire.

5. Integrating Technology:

The use of technology in the CLIL classroom offers ample opportunities to promote learner autonomy and Mehrsprachigkeit in Schule und. Online resources, language learning applications, and virtual exchange programs enable students to explore different languages, connect with native speakers, and engage in authentic language use. This integration of technology empowers students to take control of their learning and broaden their language horizons.

, learner autonomy plays a crucial role in the CLIL classroom, facilitating the development of Mehrsprachigkeit in Schule und. By encouraging students to become active participants in their language learning process, CLIL teachers can foster a sense of ownership and motivation. This, in turn, enhances language proficiency and intercultural competence, preparing students to navigate the multicultural and multilingual world we live in today.

Learner Autonomy in the CLIL Classroom (Mehrsprachigkeit in Schule und Unterricht 18)
Learner Autonomy in the CLIL Classroom (Mehrsprachigkeit in Schule und Unterricht Book 18)
by Marc Lamont Hill(1st Edition, Kindle Edition)

4.1 out of 5

Language : English
File size : 5806 KB
Text-to-Speech : Enabled
Screen Reader : Supported
Enhanced typesetting : Enabled
Word Wise : Enabled
Print length : 300 pages

In Content and Language Integrated Learning (CLIL),content and language learning proceed in parallel, the one supporting the other. CLIL has spread widely and has attracted a large number of studies. While most of these studies have focused on the language benefits of CLIL, this book focuses on both language and subject achievement. Against the background of autonomy theory and motivation, the author investigates to what extent learners at different proficiency levels are able to work in self-directed ways in CLIL settings.

The analysis of data obtained from CLIL learners and teachers shows that the majority of participants do not see this integration as problematic, while data concerning student achievement point in a different direction. While results are positive concerning motivation and self-perception of achievement for both beginning and more advanced CLIL learners, this positive picture is not confirmed by performance data in the area of self-directed learning.

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