CLIL in Action: A Catalyst for Autonomous Language Learners and Skilled Advisors
Content Language Integrated Learning (CLIL) and Learner Autonomy, Chiba, Japonya, 29 Kasım 2024, cilt.13, (Yayınlanmadı)
- Yayın Türü: Bildiri / Yayınlanmadı
- Cilt numarası: 13
- Basıldığı Şehir: Chiba
- Basıldığı Ülke: Japonya
- Ankara Yıldırım Beyazıt Üniversitesi Adresli: Evet
Özet
This presentation explores the integration of the Content and Language Integrated Learning (CLIL) framework within the context of an elective course designed to enhance English language skills and advising capabilities among departmental students of a state University in Türkiye. Drawing on Do Coyle's (2007) foundational work, which identifies the four key dimensions of CLIL—Content, Communication, Cognition, and Culture—this session highlights the relevance of these dimensions in fostering autonomy as a learner, person and communicator aligning with Littlewood’s framework of developing autonomy within an effective learning environment. Students of the course engage in metacognitive development processes, analyze individual learning difficulties, and apply diverse advising strategies to support their peers' language acquisition. The reflections from two Peer Learning Advisors illuminate the practical applications of the CLIL framework, particularly in monitoring emotions and addressing procrastination habits within learning communities. Additionally, the alignment of course assessments with the CLIL principles demonstrates the transformative potential of this approach in developing both language and advising competencies. This presentation offers insights into the benefits of integrating CLIL with advising practices in language learning, ultimately contributing to a more holistic educational experience.