Developing Individual Language Competences via Task-Based-Learning (TBL) and Content and Language Integrated Learning (CLIL)
Developing Individual Language Competences via Task-Based-Learning (TBL) and Content and Language Integrated Learning (CLIL)

Summary/Abstract: School classes are not any longer considered to be homogeneous systems. Diversity in different aspects has become obvious and appreciated as a benefit. In order to profit from this benefit in the case of the individual development of pupils didactical approaches have to focus on differentiation and individualization. English language teaching is very often based on wide-spread, common schoolbooks which integrate different methods. Dealing with the diversity of a class means to select work and exercises carefully according to the needs of the children. In order to this fact the article presents selected lesson plans designed by students at KPH Wien/Krems as learning outcomes in a workshop especially focused on differentiation and individualization in ELT. “Content and Language Integrated Learning” (CLIL) and “Task-Based Learning” (TBL) were described and considered as appropriate didactical approaches to deal with this diversity. Therefore the selected examples include the most important aspects of each way based on the paradigms of differentiation and individualization. As a feedback to the lesson plans teacher-trainers pointed out advantages concerning the motivation and self-conducted work of the children but complained about the time-consuming preparation work and a lack of knowledge of the teachers about TBL and CLIL

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