Teaching across academic disciplines: CLIL

Andrea Kettemann; Nicole Hofstadler-Neuwirth

doi:10.25364/978-3-903374-05-8

Teaching across academic disciplines: CLIL

Authors

Andrea Kettemann Graz International Bilingual School

Nicole Hofstadler-Neuwirth Bischöfliches Gymnasium Augustinum

DOI: https://doi.org/10.25364/978-3-903374-05-8.018

Synopsis

In this chapter, we ask the following questions:
What is the situation regarding CLIL in Austria?
What different versions of CLIL exist?
What theoretical models of teaching CLIL exist?
What are the benefits and challenges of CLIL?

Author Biographies

Andrea Kettemann, Graz International Bilingual School

Andrea Kettemann is a secondary school teacher of English and history, social studies and political studies at Graz International Bilingual School (GIBS) in Graz and head of the English department at her school. She is also involved in the school development group at GIBS. In addition, she teaches courses at the Pädagogische Hochschule Steiermark (University College of Teacher Education Styria) for future teachers of English.

Nicole Hofstadler-Neuwirth, Bischöfliches Gymnasium Augustinum

Nicole Hofstadler-Neuwirth teaches English, history in English (CLIL), and speech and debate at a secondary school in Graz, Austria. She is currently involved in an applied research project on technology and the use of new digital methods in the foreign language classroom. She also teaches courses at the Pädagogische Hochschule Steiermark (University College of Teacher Education Styria) for future secondary educators.