Makaleler ve Araştırma Yazıları
Assessment in CLIL (Content and Language Integrated Learning) classes is one of the trickiest parts to get right—and often the most misunderstood. Unlike regular lessons where you check content and language separately, CLIL asks teachers to look at both together. How well does a student understand the topic? And how well can they share that understanding in another language? It’s not always simple, but it can lead to more meaningful ways of seeing what students can really do.
As more schools around the world turn to CLIL (Content and Language Integrated Learning), one thing becomes clear: it takes a special kind of teacher to make it work. CLIL isn’t just about teaching a subject in English (or any other foreign language). It’s about guiding students through content and language at the same time—a balancing act that calls for unique skills and lots of support.
One of the biggest reasons teachers and schools turn to CLIL (Content and Language Integrated Learning) is simple: it makes students want to learn. So often, traditional language lessons feel dry because they treat language like a puzzle of rules to memorize. But in real life, language is a living tool—it helps us explain, ask questions, work with others. CLIL brings that to the classroom.
In recent years, CLIL (Content and Language Integrated Learning) has become a buzzword among educators who want to make classrooms more dynamic and prepare students for a global world. While this approach has worked well in many bilingual and international schools, bringing it into public schools is a different story—full of both promise and hurdles.
In today’s world of global migration, classrooms are becoming more linguistically and culturally diverse than ever before. One of the biggest challenges schools face is how to give immigrant and refugee students real access to both language and academic learning. CLIL (Content and Language Integrated Learning) offers a promising way forward. It’s not just a method for teaching language; it’s a powerful tool for integration, inclusion, and empowerment.
When we talk about CLIL (Content and Language Integrated Learning), we often focus on the curriculum, teacher training, or classroom activities. But there’s another key ingredient that often gets overlooked: parents. A child’s attitude toward learning, especially through a second language, is shaped not just by teachers but by what happens at home too.
While traditional language teaching has long focused on the systematic study of grammar, vocabulary, and pronunciation, CLIL offers a fundamentally different approach. Instead of treating language as a separate subject, CLIL integrates language learning into the study of academic content, creating a more dynamic, authentic, and cognitively engaging experience for students.
CLIL has gained growing attention in recent years — and for good reason. It’s not just another trendy method for teaching foreign languages; it’s a meaningful mindset that connects subject learning and language skills in one flow. What makes CLIL truly work is the way it keeps both the mind and the language muscles active. Instead of memorizing dry rules or isolated word lists, students actually use the language to understand real ideas — and that makes learning stick in the long run.
The CLIL approach is more than just teaching a subject in a foreign language. At its core, it is built upon four fundamental principles that shape how students engage with both language and content. These principles are known as the 4Cs: Content, Communication, Cognition, and Culture. Each of these components contributes to the development of well-rounded learners who are not only linguistically capable but also academically and socially competent.
1453’te İstanbul’un Osmanlılar tarafından fethedilmesi, yalnızca bir imparatorluğun sonu değil; Bizans sanatının ve özellikle ikonografi geleneğinin de önemli bir kırılma noktasıdır. İstanbul’un zengin manastırları, saray atölyeleri ve kiliselerinde çalışan usta ikon ressamları, şehrin Osmanlı hâkimiyetine girmesiyle yeni limanlara yelken açar. Bunların en önemlileri, Osmanlı topraklarına yakın adalara ve İtalya’ya yerleşerek sanatı bambaşka bir senteze dönüştürürler.