(Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej, 2015)
Sawczuk, Daniel
Among many approaches to foreign language teaching, CLIL (Content
and Language Integrated Learning) seems to be universal enough to comply
with the European Higher Education Area objectives that specify the
expected learning outcomes for a given qualification, including knowledge,
skills and attitudes (http://www.ehea.info/article-details.aspx?ArticleId=65).
An important document, namely The European Framework for CLIL Teacher
Education, as explained by Marsh et al. (2010: 6-11), defines major principles
to be followed by professional teachers implementing curricula designed for
teaching selected content subjects and an additional language in an integrated
manner. Such curricula also aim to develop several interdependent key
competences that describe the basics of lifelong learning. The key competences
include: communication in the mother tongue and foreign language(s), digital
competence, learning to learn, social and civic competences, and cultural
awareness and expression.