There are some serious misconceptions here, but one of the main ones is the idea that scaffolding is 'to make language easier for students'. The whole point of scaffolding in CLIL is to use the language to make the conceptual/procedural content 'easier' for students - if you insist on using the 'easy' word. CLIL (certainly hard CLIL) is not about language objectives but rather about USING the language to illuminate the content. Hence the 'integration'. The content and methodology themselves may help to make the language more comprehensible, yes, but the objective remains the content.
Don't you think that the scaffolding actually is the synergy element that supports both language and subject knowledge or as you put it conceptual/procedural content?
A very interesting and much needed synthesis of CLIL with a very interesting concept of Generation C as C for CLIL learners. ;)
There are some serious misconceptions here, but one of the main ones is the idea that scaffolding is 'to make language easier for students'. The whole point of scaffolding in CLIL is to use the language to make the conceptual/procedural content 'easier' for students - if you insist on using the 'easy' word. CLIL (certainly hard CLIL) is not about language objectives but rather about USING the language to illuminate the content. Hence the 'integration'. The content and methodology themselves may help to make the language more comprehensible, yes, but the objective remains the content.
Don't you think that the scaffolding actually is the synergy element that supports both language and subject knowledge or as you put it conceptual/procedural content?
Since when is English a foreign language?