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Questão FC700166

Which learning approach is the teacher adopting?

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VUNESP · 2025

Leia o texto a seguir para responder a questão a seguir:

 

There are differences between content-based language teaching (CBLT) and content and language integrated learning (CLIL), the main one being that CBLT deals with teaching content in language lessons, whereas CLIL deals with teaching a subject at the same time as teaching language. CLIL is also different from immersion, where learners learn all their subjects in another language and there is no focus on language in subject lessons, for example in an international school. These ideas can be visualised as a continuum. On the left-hand side of the continuum, content-based language teaching is where language teachers teach another language through content - so the focus is on language and the input for language classes is topics based on subject content. On the right-hand side of the continuum, learners are working all the time in another language. CLIL can be placed somewhere in the middle of the continuum: learners are learning content through another language. Typically, they have a number of lessons in one or more subjects per week in another language (for example, geography, history, science, PE or music) and the rest of their lessons in their first language.

 

(Liz Dale, Rosie Tanner. CLIL activities: a resource for subjects and language teachers)

 

An EFL teacher is planning a lesson on “The Water Cycle” where the primary goal is for students to successfully use the conditional tense (if... then...) to describe the process.

 

Which learning approach is the teacher adopting?

  1. Language Immersion, as the teacher is deliberately avoiding any formal focus on the language structure during the content lesson.
  2. Content-Based Language Teaching (CBLT), because the subject content is the input for the primary language focus (conditional tense).
  3. Content and Language Integrated Learning (CLIL), as both content and language objectives are being equally assessed during the lesson.
  4. Cognitive-Code Learning, since the lesson requires explicit rule learning applied to a content-rich environment.
  5. Bilingual Education, since the learners have a number of subjects taught in the first language alongside the English lesson.
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Comentário do professor

Nesta situação o professor está adotando Content-Based Language Teaching (CBLT).

Em CBLT o conteúdo funciona como input para aulas de língua, ou seja, tópicos de uma disciplina servem de tema para praticar e ensinar estruturas linguísticas.

No exemplo, o tema The Water Cycle é usado para alcançar um objetivo linguístico: o uso do condicional (if... then...) para descrever processos. O foco principal é a forma e o uso da língua, enquanto o conteúdo fornece contexto significativo e vocabulário relevante.

Atividades típicas incluem explicação de estruturas, exercícios controlados e produções orientadas que conectam o conhecimento do ciclo da água ao uso correto do tempo condicional.

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