Teaching Philosophy through the English Language: A CLIL Approach

In successful learning, the use of the teaching language is a factor that also determines the success of teaching. How the teacher patterns the language used in teaching becomes the teacher's obligation to facilitate student understanding. The CLIL approach is a language learning approach that can relate language and content by developing linguistic competence. In this case, the focus is on learning speaking classes at the BIPA KNB class at the University of Muhammadiyah Malang (UMM) or the elementary level. Furthermore, Puffer (2007) said that he views teachers in the context of CLIL, which can be integrated with various language learning support strategies which refer to forms of teaching towards two focuses equally well on understanding the language itself and the language content. This means that the first focus is learning Indonesian and the second focus is Indonesian, which is used as teaching. This pattern should be done in the UMM BIPA speaking class. In BIPA learning in the beginner-level speaking class in the KNB program at BIPA UMM, there was a fairly high dominance of the use of English as an introduction to teaching conducted by two instructors who were informants. Of the two teachers, it was found that there was a fairly high dominance in the use of English, even in the context of simple languages, such as the word good job ‘good’ as often expressed by the teacher or informant F. In addition, the second informant, M, often uses English for some simple vocabulary ‘hear’. Informant M repeated several times during the lesson. BIPA students are ideally taught in Indonesian and no longer use English or other foreign languages. It will be better when that target language becomes a surgical tool in understanding L2. In this case, the target language is Indonesian.

<p class="Normal1">The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.</p>

The article considers the problem of using CLIL method (Content and Language Integrated Learning) in the primary English classroom. The paper examines the peculiarities of CLIL approach to teaching primary school English, describes the methodology of subject-language integrated primary education. The researchers identify the components of primary English language education, reveal the specificity of CLIL method application at the initial stage of training, suggest the ways of its practical realization, and herein lies scientific originality of the study. The research findings are as follows: the authors identify the prospects for integration of educational disciplines “Surrounding World” and “Foreign Language”, provide examples of tasks which can be used at the integrated English-Surrounding World lessons for primary schoolchildren.