In this article, Patrick has asked me to illustrate how CLIL prompts us towards more “braincompatible” instruction. Why do I take this approach to CLIL? In my first life teaching Human Neuroanatomy to students at a medical school in the US, I had the opportunity to research learning and memory in the brain of rats, in vivo and in vitro; in my second life teaching English to students at an Italian university, I have the opportunity to observe learning and memory in the brain of students, in vivo. Therefore, beyond FL-instruction and Content-education, I am interested in CLIL because it offers a Modus Operandi through which research regarding how the brain processes complex information can be transformed into everyday classroom practice.
At the heart of CLIL: Equilibrating content and language cognitive demands
Ting Yen
2017-01-01
Abstract
In this article, Patrick has asked me to illustrate how CLIL prompts us towards more “braincompatible” instruction. Why do I take this approach to CLIL? In my first life teaching Human Neuroanatomy to students at a medical school in the US, I had the opportunity to research learning and memory in the brain of rats, in vivo and in vitro; in my second life teaching English to students at an Italian university, I have the opportunity to observe learning and memory in the brain of students, in vivo. Therefore, beyond FL-instruction and Content-education, I am interested in CLIL because it offers a Modus Operandi through which research regarding how the brain processes complex information can be transformed into everyday classroom practice.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
