Does CLIL Provide A More Real And Authentic Context For Acquiring Politeness Strategies Than EFL

Does CLIL Provide A More Real And
Authenticdalton-Puffer 2005 P 1290 Context
For Acquiring Politeness Strategies Than EFL

Table of Contents
Introduction......................................................................................................................................1
Main Body.......................................................................................................................................1
Conclusion.......................................................................................................................................3
References........................................................................................................................................4

Introduction
Content and Language Integrated Learning (CLIL) is defined as teaching subjects like
history, geography and science to students via foreign language. Along with this, second
language is also taught to them. CLIL denotes situations in which subjects are being taught via
foreign language with a dual focussed intent so that they can simultaneously learn the second
language (Brooke, 2019). This essay will provide an insight into an argument that whether CLIL
furnish real as well as authentic way for acquisition of politeness. The thesis statement is
specified below:
Statement: “Does CLIL Provide A More Real And Authentic Context For Acquiring
Politeness Strategies Than EFL”
Main Body
CLIL is defined as teaching subjects to students within a language which they do not
know. This involves two elements, they are: subject (anything that belongs to academic and is
taught in classroom context) and medium of instruction (language utilised within classroom for
explicating subject). This is being utilised for students of any age from primary to university
levels and beyond this. As long as course will be, aim of language is formulated with needs of
student in mind. Thus, there is no limit with reference to one who can benefit by teaching
approach. But mainly this is found in primary as well as secondary context of school (Gearon
and Cross, 2020). An example can be taken to understand this concept like if science is being
taught to students then they will also gain knowledge related with English in terms of language
skills and vocabulary.
The benefits that can be attained by making its use within teaching are wide. Teachers finds this
as a natural means for learning language, when subject will be taught then there sis a mandatory
reason to learn two things simultaneously. For an instance if student will not learn English then
they will not be able to understand what is being taught to them. So, it becomes compulsory for
them to acknowledge both these aspects. Students have real intent for learning language this
makes them motivated for doing so, as they can only understand the content in case they are able
to understand language. CLIL adds up extra dimension for engaging students that provides them
advantage in situations in which students are not enthusiastic with respect to learning other
language (Goris, Denessen and Verhoeven, 2019). Along with this, there are certain challenges
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