{"id":1547,"date":"2011-04-23T13:36:14","date_gmt":"2011-04-23T12:36:14","guid":{"rendered":"http:\/\/eltchat.com\/?p=1547"},"modified":"2011-04-23T13:36:14","modified_gmt":"2011-04-23T12:36:14","slug":"1547","status":"publish","type":"post","link":"https:\/\/eltchat.org\/index.php\/2011\/04\/23\/1547\/","title":{"rendered":"Is CLIL the latest bandwagon and should we be wary of jumping on? #ELTCHAT summary 13\/04\/2011"},"content":{"rendered":"

Ty is \u00a0\u00a0@TyKendall <\/a> on Twitter and this summary was first posted on his blog “Not another teaching Blog<\/a>“<\/p>\n

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Summary<\/h1>\n

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Perhaps one of the more unusual ELT chats in that nobody seemed to agree on anything, we were unable to reach a consensus on a satisfactory conceptual definition and the effects of IATEFL were felt as you could practically hear the tumbleweed at 9pm with only a handful of participants (luckily it picked up after 9:05).<\/p>\n

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Given that a definition was in question throughout the chat, I\u2019ll borrow one from Mary Spratt, writing in English Teaching Professional (Issue 72:January 2011:Page 4).<\/p>\n

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Spratt\u2019s defines the difference between CLIL and ELT as having divergent aims.\u00a0 In CLIL both\u00a0language<\/span><\/a> and subject are the focus, although the main focus is the subject. She also states that \u201clanguage is used as the medium for learning subject content, and subject content is used as a resource for learning the language.\u201d (2011:4). So she hints here at a reciprocity that exists in CLIL, but is absent in ELT where the focus and aims revolve around language alone (although I think this could be another debate in itself).<\/p>\n

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Here are some of the main themes from the discussion:<\/strong><\/p>\n

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