Dictogloss, a technique for integrating language skills and specialized content in higher education curricula

Abstract

This paper features a reassessment of dictogloss (Wajnryb, 1990), a technique integrating language skills and subject-matter content, in the light of the CLIL agenda. The teaching experiences and research using dictogloss so far have been for and about the language classroom. The main aim of using dictogloss in second language instruction has been improving the command of a foreign language by working with form through meaning, which in fact matches the basic principle underlying the new CLIL approach: teaching content through language. The main section of this paper will be devoted to describing our newer, adapted version of dictogloss within the SCLIL (Specialized CLIL) teaching framework. It begins with an introduction to CLIL and how dictogloss smoothly complies with the basic principles of this didactic approach. The next section provides a description of dictogloss as originally conceived by Wajnryb, and how it has evolved based on recent research. Then, an example of an SCLIL-adapted dictogloss activity is being described. Finally, we will try to justify our new reverse perspective of teaching specialized content through language within the higher education context.