Emily Rosser, publisher at Macmillan, and Oliver Meyer, author of Introducing the CLIL-Pyramid: Key Strategies and Principles for CLIL Planning and Teaching, comment on the paradigm shift in language teaching which ICT tools are introducing.
They argue that ICT tools offer the opportunity to get rid of linear text books and improve language teaching by, for example, enriching the input with authentic materials, facilitating interaction and improving writing skills through blogging, twitting or other networking applications.
Teachers should get proper training to be able to add value to the contents available on the net. Their main role of teachers is now identifying high quality materials on the net, selecting, synthesizing and developing activities around them so that they can finally deliver that content to the class as learning material. From that content the students would be able to produce their own outputs which could be later available for others to use.
Do Coyle, professor in Learning Innovation at the University of Nottingham and expert on CLIL methodology, holds that teaching contents in a foreign language has the potential to stimulate cognitive skills and add value to the teaching activity by giving the teachers the opportunity to re-examine the role of language as a learning tool in a way which is much richer as if it was in the first language.
CLIL specialist Sue Hughes argues that all teachers are implicitly language teachers. Language here is used as the linguistic tool students need to understand any subject. For this reason being aware of the language in which history or science contents, for example, are built and passed on is essential when planning our lessons in order to increase our students’ learning potential.
Despite of recognizing the benefits of multilingualism, Ulla Aikio calls the attention upon the importance of keeping and supporting mother languages, specially minority languages, and use them as a medium of content learning because of the important role they play to build identity and social cohesion.
Josephine Moate, author of The Integrated Nature of CLIL: A Sociocultural Perspective , stresses the socio-cultural dimension of learning. She explores the spread idea of knowledge as a sort of material goods which can be possessed in order to gain access to the cultural communities it belongs to.