365 KB61 KB200920252024Burazer, LaraSkela, Janezštevilka:1letnik:16str. 291-311DOI:0.4312/vestnik.16.291-311ISSN:1855-8453COBISSID_HOST:221898755URN:URN:NBN:SI:doc-2HRK2PHJslZaložba Univerze v LjubljaniVestnik za tuje jezikeacronymakronimCLIL approachCLIL pristopcontextforeign language classroomforeign language instructionkontekstpouk tujega jezikaSlovenianslovenskitujejezičnitujejezikovniCelostno vsebinsko-jezikovno učenje skozi poglobljeno razčlembo akronima CLIL|Because the CLIL approach has become somewhat of a staple in modern Slovenian elementary school English textbooks, the authors of this article address the question of the effectiveness of the traditional fragmentation of learning content on one hand and the integration of language with subject matter on the other. The purpose of the article is to clarify to what extent CLIL actually synthesizes past methodologies into a cross-educational paradigm and thus serves as an alterna-tive, or whether it remains at the level of occasional CLIL inserts, additional activities to enhance the diversity of teaching. The article provides insight into the findings of recent research on the most commonly used English textbooks in Slovenian elementary schools and explores the place CLIL has taken in them. The analytical approach to the topic inevitably touches on numerous and varied definitions of the CLIL approach, discussed in the context of the acronym’s analysis. It compares descriptions and names of related practices that have accompanied CLIL on its jour-ney, including the concepts of immersion in foreign language learning, content-based instruction (CBI), and communicative approaches (CA or communicative language teaching - CLT). It briefly discusses the traditions of bilingual education and language baths, along with many other CLIL companions. The acronym’s individual components (content, language, and (integrated) learning) are thoroughly examined, their effectiveness is outlined and linked to foreign language contexts. Finally, the article encourages systematic and continuous use of the CLIL approach as effective support for language acquisition provided the classroom instruction follows its fundamental prin-ciple of foregrounding the content. It promotes CLIL as a way to incorporate the concept of fusion, while critically highlighting the fundamental values of CLIL methodology as important aspects of effective foreign language teachingKer je v Sloveniji v sodobnih osnovnošolskih učbenikih angleščine pristop CLIL postal že neka-kšna stalnica, avtorja v prispevku naslovita vprašanje učinkovitosti tradicionalne razdrobljenosti učnih vsebin na eni strani in integracije jezika z vsebino šolskih predmetov na drugi. Namen članka je razjasniti, v kolikšni meri CLIL dejansko sintetizira pretekle metodologije v navzkrižno izobra-ževalno paradigmo in tako nastopa v vlogi alternative, ali pa morda ostaja na ravni občasnih CLIL vložkov, dodatnih dejavnosti za popestritev pouka. Analitični pristop k temi se v razpravi neizo-gibno dotakne številnih in raznolikih definicij pristopa CLIL in njemu sorodnih pristopov. V obšir-ni razpravi primerja opise in številna poimenovanja sorodnih praks, ki so CLIL spremljali na nje-govi poti. Članek primerja koncepte popolne potopitve (angl. immersion) pri učenju tujih jezikov, trenda na vsebini temelječega poučevanja (angl. content-based instruction, CBI) in komunikativ-nega pristopa (angl. communicative approach - CA - ali communicative language teaching - CLT). Avtorja vključita tudi kratko razpravo o tradicijah dvojezičnega izobraževanja in jezikovne kopeli, skupaj s številnimi drugimi CLIL sopotniki. V kontekstu poglobljene analize akronima CLIL čla-nek namenja posebno pozornost posameznim komponentam akronima, ki so podrobno razčlenjene in opredeljene v okviru njihove uporabnosti v tujejezičnih kontekstih. Prispevek v sklepnem delu spodbuja sistematično in kontinuirano uporabo pristopa CLIL kot učinkovito podporo za usvajanje jezika, če se pouk izvaja v skladu s CLIL pristopom, se pravi, da je vsebina postavljena v ospredje. Promovira ga kot način vključevanja koncepta fuzije, pri čemer kritično izpostavlja temeljne vre-dnote CLIL metodologije kot pomembne vidike učinkovitega poučevanja tujih jezikovTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Ljubljani, Filozofska fakulteta