Модел за прилагане на методологията интегрирано учене на съдържание и език (CLIL) при преподаване на химия на английски език в българското средно училище
A Model for Applying the Content and Language Integrated Learning (CLIL) Methodology in Teaching Chemistry in English in the Bulgarian Secondary School

Summary/Abstract: One of the most up-to-date approaches to modern education for acquiring a foreign language through the study of a non-language subject is CLIL. This approach gives the opportunity to develop a variety of learning strategies, application of innovative teaching methods and techniques, as well as increasing the motivation to learn. On the other hand, this approach provides the opportunity for learners to familiarize and expand their intercultural knowledge and understanding, while improving their skills to communicate in the language, other than their mother tongue. Being an educational approach, based on competences, CLIL is extremely well received by educators in Europe and around the world. One of the best-known models for CLIL implementation is 4C's conceptual framework developed by Do Coyle - Content, Communication, Cognition, Culture. Given the specificity of science teaching and in particular chemistry teaching in English, the article proposes to expand the model on the 4C’s frame to 6С's frame- Content, Communication, Cognition, Culture, Key Competencies, Collaboration. On the basis of this frame, a CLIL lesson planning matrix for teaching chemistry in English was developed.

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