2019.15.1.4-21
Stela Csachová
METÓDA CLIL VO VYUČOVANÍ GEOGRAFIE
A CLIL METHOD IN TEACHING GEOGRAPHY
DOI: https://doi.org/10.24040/GR.2019.15.1.4-21
CITATION: Csachová, S. 2019. Metóda CLIL vo vyučovaní geografie. Geografická Revue. [online]. Banská Bystrica, 2019, 15 (1), 4-21 [cit. 2019-07-18]. Dostupné na: https://doi.org/10.24040/GR.2019.15.1.4-21
Abstract:
Foreign language teaching at primary and secondary schools is mostly realised in a way of performing language structures through various topics, f. ex. historical, geographical or biological topics presented in an appropriate level. Nowadays, a trend in education is teaching curricular subjects in a foreign language either bilingually or through a CLIL (content language integrated learning) method. The paper presents the differences between these terms and defines the duality of educational (curricular and language) goals on the example of using the CLIL method in the English language and Geography. It is shown that the dual goals can be achieved by a set of tasks of different taxonomic levels of educational goals. Whereas lower cognitive levels can be achieved by acquiring f. ex. new geographical vocabulary in English, higher cognitive levels can include more co-herent and accurate production of English with geographical content. The CLIL method is supposed to be an effective method of teaching Geography at schools, depending on the personnel and material capacities.
Keywords: geography, CLIL method, bilingual teaching, integration