As a way to teach students those languages, the Spanish ministry is recommending the CLIL be the driver of these language challenges. Author Dalton-Puffer responds to the Andalusia proposal: "CLIL is regarded on the political level as a core instrument for achieving policy aims directed at creating a multilingual population in Europe" (Casal, 2008)
Meanwhile Christine Dalton-Puffer takes issue with administrators in Austria that only see content as the main goal of CLIL. "…Why should we be doing CLIL at all if there are no language goals present?" she asks (Dalton-Puffer, 2007, 295)
When presented correctly, Dalton-Puffer asserts that these programs "…are likely to be good training grounds for listening to and reading in the foreign language" (295). Lydia Sajda argues that CLIL is "an umbrella" approach to learning because it involves contend and language / communication skills, and officially the Commission of the European Communities states that CLIL entails having students "…acquiring the skills to communicate with one another effectively and to understand one another better" (Sajda, 2008, 31)
After gathering intelligence, I intend to develop tactics that I will use to diffuse the incident, influence the hostage taker and reduce the risk of loss of life of the hostage. I also intend to establish communication with the hostage taker and consequently record relevant intelligence information (McMains & Mullins, 2010)
The Visuals part assumes that the learner best gets the concepts being taught to them through sight or seeing. This group therefore benefits most and in a more comfortable manner when the teacher writes the points on the board as compared to if the teacher just speaks out the points loudly, they will also be noted to like writing quite a lot during the class session (Carol Kanar, 1990)