Open AccessMOOC in the Inverted CLIL Approach: Hybridizing English Teaching/Learning
Author(s) -
Kyria Rebeca Finardi,
Nádia Dumara Ruiz Silveira,
Sebastião Lima,
Ana Rachel Macêdo Mendes
Publication year - 2016
Publication title -
study in english language teaching
Language(s) - English
Resource type - Journals
eISSN - 2372-9740
pISSN - 2329-311X
DOI - 10.22158/selt.v4n4p473
Subject(s) - autonomy , set (abstract data type) , computer science , corrective feedback , mathematics education , pedagogy , psychology , programming language , political science , law
The current digital society requires new approaches to the teaching of English as an Additional Language (EAL). This paper aims at proposing a combination of current blended approaches for the teaching of EAL. It describes a set of activities for an EAL blended course by adopting a Content and Language Integrated Learning approach (CLIL) through an Inverted Classroom approach (IC), alias Inverted CLIL (Finardi, 2015) with the use of a MOOC. It is believed that the integration of a MOOC through an Inverted CLIL approach to EAL may lead to meaningful language and content learning. In addition, it may contribute to the development of students’ autonomy, critical thinking and communication skills.