DES teaches the subjects of the program in a bilingual environment, since it has been proven that in daily life the children that are bilingual or are given the opportunity to be to become bilingual outmatch compared to monolingual ones, considering that that they are tin the position to derive more easily meanings and information about the themes that they are interested in, develop critical thinking and communicate more easily.

The CLIL method (Content & Language- Integrated Learning) refers to the teaching of a cognitive object through a language different from the children's mother tongue, which complements the school subjects and does not compete with them, while it does not require extra didactic hours.

Furthermore, the pupils are offered the opportunity to learn a second foreign language: German, Spanish or French (in Primary School)

They also acquire greater flexibility and complicatedness of thought, since they are in the position to process objects and ideas through richer linguistic environment and so they have the possibility to develop larger variety of associations, while they have increased ability in learning a third language. Of course, we should not forget that language is a factor and carrier of culture. With language the meanings and thoughts of humans are expressed and situations and terms are described and analyzed.

The subjects taught through CLIL have a double goal:

On the one hand, the development of skills and knowledge in the particular school subject and on the other hand, the conquest of linguistic abilities. Through this approach, the pupils have the opportunity to get at home with hearing and using a foreign language like natural speakers, since those constitute the means and the tool for the acquisition of new knowledge. The conquest of linguistic skills takes place in a natural way, as exactly it happens with learning the mother tongue during children's upbringing.

Some of the benefits of this method are:

  • The improvement of linguistic knowledge and skills of oral speech.
  • The opportunity for studying the cognitive object through different approaches.
  • The most essential and intensive contact with the language- goal.
  • The development of communicative skills
  • The acquisition of greater self-confidence, so in relation with the language as with cognitive object

Bibliography:

  • Cummins, J. (1987). Bilingualism, language proficiency and metalinguistic development. In: Homel, P., Palij, M. & Aaaronson, D. (eds.), Childhood Bilingualism: Aspects of Linguistic, Cognitive and Social Development. Hillsade, NJ: Erlbaum.
  • Phil Ball. Language, concepts and procedures: Why CLIL does them better! (http://www.onestopenglish.com/clil/methodology/articles/article- language-conceptsand-procedures-why-clil-does-them- better/500731.article)
  • Russell Cross & Margaret Gearon, (2013). Research and Evaluation of the Content and Language Integrated Learning (CLIL). Approach to Teaching and Learning Languages in Victorian Schools.