Articles

In the first of these articles, Content and Language Integrated Learning, I gave an introduction to this field. In this second article I will look more closely at how CLIL is realised in the classroom and suggest a framework for planning CLIL lessons.

Dictation has been a feature of language classrooms for hundreds of years. However, for many teachers these days, the word 'dictation' is synonymous with 'old-fashioned', 'boring', and 'teacher-centred'.

A lot of teachers get the same look - the sigh, the rolling eye, the slump. 'We're going to be doing poetry in the next few classes!' You cringe through it, they cringe through it.

I like to bring poetry into the classroom because I believe that it is important and motivating for students to work with authentic texts.

It is widely recognized that second language (L2) mental lexicon must be independent of its first language (L1) counterpart, if learners are to use the target language effectively and fluently.

In general, students learning to read in English do not like reading and they rarely read. This is partly due to the way reading is approached in the language class.

In the first of these two articles, Multi-word verbs: Learner problems, I looked at some of the problems that multi-word verbs cause students.

Multi-word verbs are complex and present problems for learners both in terms of their grammatical form and their lexical meaning.