Less is more
Pedagogical practices that are effective in content courses are often effective in CLIL courses too, yet one such practice – content compression – is generally neglected. Content compression is the purposeful reduction of the content to be taught; however, the CLIL literature often warns against th...
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Universidad de La Sabana
2021
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| Acceso en línea: | https://doaj.org/article/ea4664ac02b543f8874b9282fc74762d |
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oai:doaj.org-article:ea4664ac02b543f8874b9282fc74762d2021-11-29T02:19:12ZLess is more10.5294/laclil.2021.14.1.12011-67212322-9721https://doaj.org/article/ea4664ac02b543f8874b9282fc74762d2021-11-01T00:00:00Zhttps://laclil.unisabana.edu.co/index.php/LACLIL/article/view/15775https://doaj.org/toc/2011-6721https://doaj.org/toc/2322-9721 Pedagogical practices that are effective in content courses are often effective in CLIL courses too, yet one such practice – content compression – is generally neglected. Content compression is the purposeful reduction of the content to be taught; however, the CLIL literature often warns against the reduction and simplification of content for fear that it might harm students’ understanding of the subject content. This paper explains the ostensibly paradoxical result that content compression improves students’ understanding of content and shows why it is well suited to CLIL, if applied correctly. It presents content compression principles and techniques that are appropriate to content production and teaching practice in the CLIL classroom and shows how it was used to enhance language acquisition by students in a CLIL business course at a Colombian university over a period of three semesters. This experience suggested that content compression, in combination with other pedagogical practices, not only increased students’ linguistic confidence, but also enhanced their perceived learning in both content and language. Arnold WentzelUniversidad de La SabanaarticleCLIL materialscontent compressioncritical ideasbig ideasbusiness educationEducationLSpecial aspects of educationLC8-6691ENESLatin American Journal of Content and Language Integrated Learning, Vol 14, Iss 1 (2021) |
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DOAJ |
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EN ES |
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CLIL materials content compression critical ideas big ideas business education Education L Special aspects of education LC8-6691 |
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CLIL materials content compression critical ideas big ideas business education Education L Special aspects of education LC8-6691 Arnold Wentzel Less is more |
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Pedagogical practices that are effective in content courses are often effective in CLIL courses too, yet one such practice – content compression – is generally neglected. Content compression is the purposeful reduction of the content to be taught; however, the CLIL literature often warns against the reduction and simplification of content for fear that it might harm students’ understanding of the subject content. This paper explains the ostensibly paradoxical result that content compression improves students’ understanding of content and shows why it is well suited to CLIL, if applied correctly. It presents content compression principles and techniques that are appropriate to content production and teaching practice in the CLIL classroom and shows how it was used to enhance language acquisition by students in a CLIL business course at a Colombian university over a period of three semesters. This experience suggested that content compression, in combination with other pedagogical practices, not only increased students’ linguistic confidence, but also enhanced their perceived learning in both content and language.
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article |
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Arnold Wentzel |
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Arnold Wentzel |
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Arnold Wentzel |
| title |
Less is more |
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Less is more |
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Less is more |
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Less is more |
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Less is more |
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less is more |
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Universidad de La Sabana |
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2021 |
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https://doaj.org/article/ea4664ac02b543f8874b9282fc74762d |
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AT arnoldwentzel lessismore |
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