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Learner-Centered Learning: its presence in the CLIL methodology.

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The CLIL methodology includes four indispensable elements in each class, which are represented by 4 Cs. These components are: Content, Communication, Cognition and Culture.

In particular, the Cognition element emphasizes the approach of the CLIL methodology towards Learner-Centered Learning, since it refers to how students learn and the thinking skills they develop while they´re learning, as well as prioritizing the promotion for the development of active students. The latter is supported by the premise that the teacher should encourage students to be autonomous and collaborative, discarding the role of "know-it-all" to become a "guide" with the possibility of using various techniques and materials, for example "authentic materials", all in order to make information significant for students. In a general analysis of the CLIL approach, its adherence to the Constructivist Theory is evident:

    Constructivism holds that learning is essentially active. A person learning something new brings to 
    that experience all of their previous knowledge and present mental patterns. Each new fact or 
    experience is assimilated into a living web of understanding that already exists in that person´s 
    mind. As a result, learning is neither passive nor simply objective. Constructivist learning is an 
    intensely subjective, personal process and structure that each person constantly and actively 
    modifies in light of new experiences. (Abbott & Ryan, 1999, p.9)

Beyond the use of a language additional to the first language, from a totally pedagogical perspective, working incorporating the CLIL model does not mean disqualifying the traditional model, but even if in a CLIL class there is also a teacher and students their interaction will not be the same as in the Banking Model and therefore the results will not be the same: in a CLIL class there will be active students and significant knowledge in both senses (teacher-students, students-teacher).

References[edit]

Abbott, J. & Ryan, T. (2016). Constructing Knowledge and Shaping Brains. HOW Journal, 9(1), 9-13. Retrieved from https://www.howjournalcolombia.org/index.php/how/article/view/198/247


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