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AnaisAnais 2009120015 LPMD CLIL Reflective Journal June 22th 2011 Analysis on CLIL for ELT It has been

argued that CLIL for ELT is just a repackaging of a task-based, topicfocused approach to language learning Said Keith Kelly (2002) in her article titled CLIL for ELT. Kelly also contends that the jury of CLIL is currently still out and the definition are still being developed, compared and bounced off each other. Therefore Kelly argued that the best way to define what CLIL is and what it offers for language teachers is to examine the various factors involved in any CLIL learning context which are methodology, syllabus andlanguage involved in any one learning moment. This reflective journal will analyze Kellys article from the perspective of prospective English teacher with the help of the article established by Debora
Infante (2009) titled The Effects of CLIL from the Perspective of Experienced Teachers.

Kelly stated in her introductory that the best way to define CLIL for language teacher is by examining all the factors involved in CLIL. The first factor is methodology. If a language teacher wants to develop student presentation skills in a content subject area, there are certain generic aspects of presentation work which are likely to appear in any classroom where presentation work is the focus. One aspect of CLILwhich is central to any definition of this approach to learning is that it includes language support. Language support refers to strategies and techniques teachers use to highlight core language in a content subject, and make this language available and accessible to learners of a given subject area. Gibbons (2002) expands this concept very clearly and in detail in an exposition of the need for 'scaffolding' for learners working in the curriculum in a second language.

In most of public school in Indonesia especially our partners in our school experience programs, general English syllabus is thematic and based around topics which appeal to teenage students, such as cinema, sport or boys and girls. All tasks in the lessons revolve around this theme and include things such as essay, games and project work. However, it forgets to involve extensive integrated skills and encourage students to feel more confident about speaking English without the pressure of accuracy that CLIL offered. Thus, the second factor is syllabus that required language teachers to be willing to go and visit the content curriculum 'space' of their colleagues to take what they can for their own classes. The curriculum guideline documents for all subjects are usually easily accessible in schools. The last factor is language. Kelly mentioned that there are three broad areas of language in any one content classroom which are subjectspecific language, general academic language, and peripheral language (p. 3). Knowing what this language is and what to do with it like how to scaffold or support it, is what CLIL is all about. All the justifications above succeed to make me think that CLIL has a lot to offer to ELT. CLIL presents student-centered lessons, recognizes that the students are worthwhile individuals and allows students to really communicate in a classroom environment. It is a move away from how things are presently done which is a positive shift. With CLIL, teachers making contentoriented that the student is actively involved in the language. They are immersed and surrounded in it. They are using the language but the context, theme and task are the driving forces. When the students are engaged and interested in the topic they are more motivated to use and learn the language needed to communicate.As a prospective English language teacher, I should always be looking for ways to better my teaching and for ways to make the language learning process easier and more enjoyable for students. Then I believe that the principles behind CLIL will help in constructing me as a prospective English teacher.

References

Cummins, J and Gibbons, P. (2002).Scaffolding Language Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Heinemann. Kelly, K. (2009). CLIL for ELT. Retrieved June 20, 2011, from
http://www.onestopenglish.com/support/methodology/teaching-approaches/clil-for-elt/156531.article

Infante, D. (2007).The Effects of CLIL from the Perspective of Experienced Teachers, John Benjamins Publishing Company, Amsterdam-Philadelphia.

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