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Abstract

The article briefly introduces the CLIL method and its use. The paper explains the terms hard CLIL and soft CLIL. Next, it deals with CLIL specifics, possible advantages and disadvantages. The competence and educational requirements on teachers are mentioned, too. This contribution also contains a sample lesson of recruitment.

Abstract

In Slovakia, modern Cultural Studies of English-speaking countries have been integrated into university curricula since the 1990s. However, there is a fundamental difference in the role CLIL plays in teaching “realia” (alternatively: cultural studies, country studies and area studies) for philological students and for business students of non-philological faculties. While philological students study realia with primary linguistic and cultural goals (i.e. to learn new words, terminology, context and comparative cultural aspects), non-philological students’ goals are business oriented (i.e. allow a successful graduate to function effectively in a new business environment). That affects the methodology, teaching procedure and assessment of both disciplines in debate.