Innovation in Language Learning
CLIL And Terminology – Moving Forward Towards a Dialogical Relation
Manuel Silva, CICE / ISCAP - IPP (Portugal)
Alexandra Albuquerque, CICE / ISCAP - IPP (Portugal)
Abstract
In this paper we propose a terminology-based approach to CLIL, named TerminoCLIL. This approach was developed and implemented in the framework of the CLIL-ReCLES.PT Project. This is one of the first applied research projects in Portugal aiming at, in general terms, implementing CLIL courses in Portuguese Higher Education Institutions (HEI) and at creating a CLIL community of practice in HE.
Terminology, viewed as a discipline dedicated to the study of concepts and terms used in specialized languages and to their structuring in specialized knowledge representation systems, can contribute to strengthen the link between the two dimensions of CLIL: (a) knowledge (concepts and expertise) and (b) language (discourse on the knowledge).
In fact, due to the extra-linguistic nature of knowledge, it is generally through discourse that knowledge and its representations, conveyed by specialized texts, can be acquired. .
In TerminoCLIL specialized texts are used in a scaffolded process of three different but connected stages (Silva & Albuquerque, 2014), to support the introduction to, use and structuring of domain knowledge. This process is dealt with via strategies of retrieval/organisation, application and representation/visualization of knowledge, aiming at the progressive acquisition and management of domain terminology by the students.
The use of this approach by CLIL teachers is guided by a Learning Activity Plan (LAP). The LAP was developed to help accomplish the objectives of acquiring specialized knowledge, either individually or collaboratively, and suggests a learning path, defines the learning objectives, terminological activities and related ICT tools and environments.
We will describe some experiences of how CLIL trainee teachers and students dealt with the practice of terminological work, and exemplify some success and fail stories to bring terminology to life in the context of CLIL training and teaching. Finally, we will explore the pros and cons of using the diverse digital resources for terminological work in a CLIL classroom.
