Using a socio-cultural CLIL pedagogical model to develop subject matter CLIL Courses

III Colloquium on Semi-Immersion in CataloniaIII Encuentro sobre Semi-Inmersión en CataluñaSociocultural theory suggests that knowledge is a cultural construct initially co-constructed on the social plane, before being internalised by learners. From this perspective the teacher in the subject classroom represents a cultural body of knowledge and is responsible both for the mediation of this knowledge to learners, as well as the apprenticeship of learners into a particular knowledge community. The primary tool in this approach is language. This approach therefore offers a potentially powerful foundation for the construction of subject matter in the CLIL classroom, differing quite significantly from the socio-cognitive approach represented in the 4Cs principles of practice (Mehisto, Frigols & Marsh; 2008). On the basis of the sociocultural approach, a CLIL-specific pedagogical model has been specifically developed to support subject matter CLIL courses in secondary education. This particular CLIL model is being used to develop a number of CLIL courses in a lower secondary school in Central Finland. The CLIL courses are being developed in history, science, home economics and health education. The initial aim of the socio-cultural CLIL model is to provide a discussion tool to help teachers share the specific pedagogical content knowledge connected with their subject matter. The model is then intended to serve as a guide in the negotiated integration of language and content learning. The model highlights the characteristics of subject pedagogy, as well as important features of language pedagogy. The sociocultural basis allows for a more concentrated approach to content and language integration. The central role given to language in the construction of knowledge facilitates meaningful language use and development. This in turn complements active involvement in the learning of subject matter. This workshop will introduce the sociocultural pedagogical model for CLIL as a tool for discussion and share the experiences of developing subject matter-based CLIL courses in the lower secondary school