A significant role of CLIL tasks in cognition development
dr. Michaela Sepešiová, University of Prešov, Slovakia; Abstract: It is important to accentuate that CLIL is not a way of simplifying transferred knowledge or replicate information that learners already know. When applying CLIL, teachers should really incorporate appropriate language as well as cognitively challenging tasks. The criteria that need to be considered while creating CLIL materials and designing tasks are the focal matter. Only stimulating, inspiring and thought-provoking tasks lead the way to achievable learning outcomes. The nature of CLIL offers an opportunity for integrating not just dually focused objectives, but also the multiple objectives. It means that 4Cs model should be understood as an interrelation of knowledge, communication, culture and predominantly cognition. Our research is based on a combination of qualitative and quantitative data showing that CLIL tasks have been often oriented only on language. The results correspond to the overall aim to demonstrate an importance of cognition in CLIL educational context and to raise an awareness of tasks designing while planning.
Key words: Applying CLIL. Learning Outcomes. Knowledge and Language. Cognition. Task design.
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