CLIL PROGRAM MODEL GAP ANALYSIS

Colegio Provinma

Intensity:

Primary: 4 hours per week.

Secondary: 5 hours per week

A

Current

(Describe the current

model used for English

instruction in your

context. Refer to models

in your reading to

describe what exists, to

what degree, etc.)

How to Get There

(from A to B)

(Describe suggestions for

how your context can get

from A to B. What might be

needed in terms of

resources, teacher training,

etc. Again, refer to the

information in your reading.)

B

Future

(Describe where you would

like to be in your context.

What model would you like to

see used for English

instruction in your context?

Refer to models in your

reading to describe the

model.)

Currently at the school there

is a Language- Driven

program.

Since content is used to

teach and learn L2

English Language learning

is priority of the English

classes.

Content learning may be

incidental.

Language objectives are

determined by L2

curriculum.

Students are evaluated on

language skills and

proficiency.

The hours of English Classes

should be increased.

The focus of the classes

should not be only grammar

and vocabulary but also

communication.

Meaningful environments

should be set up.

Others subjects could be taught in English. It could start from pre- school, teaching science in English. Taking into account not only the language but also the content. According to Genesee (1994,p.2) “second language instruction that is integrated with instruction in academic or other content matter is a more effective

Taking into account students

needs and policies of the school

the approach that the school will

implement will be the proposed

by

McCloskey (1988) and others in

elementary school contexts

(e.g., Manning, Manning, &

Long, 1994; Meinbach, Rothlein,

& Fredericks, 1995; Roberts,

1993), combining language and

content instruction. (as cited in

Stoller and Grabe, 1997)

This approach focuses on units

which integrates language skills

and content information, it could

be from science.

It main purpose is to use

language to communicate and

motivating content.

This also corresponds to

Mohan’s model (1986)

where l earning centers

around the use of discoursal

knowledge structures to

convey content information (

as Mentined in Stoller and

Grabe, 1997).

In primary, English Classes

focuses on learning

vocabulary and basic

grammar structures.

In secondary, English

classes are focused on

learning grammar rules and

vocabulary. The main aim of

the classes are to get the

knowledge necessary to

pass the ICFES exam

successfully.

approach to teaching second languages than methods that teach the second language in isolation”

It is necessary more material

to motivate students. Videos,

Cds, internet, computers, video

beam.

The Science class will be

taught in English but paying

attention to the use of the

language to communicate.

References

CARLA. ( 2009). Characteristics of CBI. Retrieved on October de 2010, from http://www.carla.umn.edu/cobaltt/modules/principles/characteristics.html Genesee, f. (1994). Integrating language and content:lessons from immersion. Retrieved on octubre 2010, from http://www.carla.umn.edu/cobaltt/modules/principles/genesee1994/selection.html Grabe, W. & Stoller, F. (1997) Content-Based Instruction: Research Foundations. Longman. Retrieved from the CoBalTT website: http://www.carla.umn.edu/cobaltt/modules/principles/grabe_stoller1997/foundation.pdf