Gute Frage. In der Annahme, dass der Einsatz von CLIL noch nicht verpflichtend vorgeschrieben ist, braucht es anfangs ein engagiertes Team von nur relativ wenigen Lehrer:innen, um das Projekt CLIL zu starten. Schon 4-5 Lehrer:innen pro Klasse können CLIL zum Laufen bringen und den anderen Kolleg:innen zeigen, dass es toll ist, dabei zu sein.
Wären nicht mehr Kolleg:innen pro Klasse besser, der Arbeitsaufwand für einzelne geringer und die Auswahl von Unterrichtsgegenständen und CLIL-geeigneten Themen leichter? Nicht unbedingt, eine gewisse Regelmäßigkeit, Beständigkeit und Routine machte es sowohl den Schüler:innen als auch den unterrichtenden Lehrer:innen einfacher, sich auf das Experiment CLIL einzulassen.
Was kann also noch zum Ende dieses Schuljahres getan werden, wenn im Herbst gestartet werden soll? Check it out here.
Oder anders gefragt: How do I start CLIL in my school?
Back in 2009, Do Coyle, Bernardette Holmes and Lid King answered this question as follows:
If you are a subject specialist in a secondary school, discuss the benefits of the CLIL approach with other colleagues in your department. Think carefully through your reasons why CLIL is relevant for your school before making an approach to colleagues in the languages department and then to the senior leadership team. If you are a languages specialist, talk to colleagues from other departments about the possibility of future collaboration and innovation in the curriculum. /…/ Once the head teacher is in agreement with developing CLIL, it should be possible to invite a number of colleagues from other departments to express interest in working together to develop a fresh approach to curriculum planning and teaching.
If you are in a primary school, the CLIL approach can be used creatively in your medium and short term planning to help you embed language learning into the broader primary curriculum. It is essential to canvass the support of your head teacher and to have a clear rationale for introducing CLIL. Curriculum planning for primary CLIL should involve the class teacher, teaching assistants, /…/ and other teachers involved in teaching the specific year group. This is particularly important for mixed age classes where the themes chosen for CLIL will need to rotate to avoid duplication.
(cf. Towards an integrated curriculum – CLIL National Statement and Guidelines October 2009. Published by The Languages Company ISBN: 978-0-9564256-0-7)
I´ve marked in bold what I think is crucial. And it´s all still very true, don´t you think so?
For more information, get in touch with your online CLILvoc coach, please.
clilvoc.blog 