HOW CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) SUITS POLYTECHNIC STUDENTS IN KERALA: SUPPORTIVE FACTORS AND A DESIGN
DOI:
https://doi.org/10.29121/shodhkosh.v4.i2.2023.2080Keywords:
CLIL, Higher Order Thinking Skills (HOTS), Constructivism, Multiple Intelligences Theory, Input Hypothesis, Immersion Programme, Transmission Oriented Approaches, ASAP, English as a Second Language (ESP), Continuous Evaluation (CE), Communicative Language Teaching (CLT), Scaffolding, Lesson Observation and Critical Incident Technique (LOCIT)Abstract [English]
Content and Language Integrated Learning (CLIL) provides an effective framework for simultaneous content learning and language acquisition. Its flexibility allows for contextual adaptations, making it suitable for local needs and learner requirements. By fostering meaningful and interactive learning environments, CLIL motivates students to construct knowledge and develop a wide range of skills actively. This paper explores the supportive factors that enhance CLIL's effectiveness in the polytechnic context and presents a tailored CLIL model specifically designed for polytechnic students in Kerala.
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