Using The Content and Language Integrated Learning Approach (CLIL) to Teach the Nutritional Basis for Optimal LearningKlinkon, Jana (Avtor) Skela, Janez (Mentor) CLILEFL/ESLnutritionbrain healthcognitive performanceThe Content and Language Integrated Learning approach, also known as CLIL, combines the teaching of useful content with language learning and has been proven beneficial for motivation, performance and even improved neural connections. Language teachers are in a unique position to use the CLIL method not only to improve the motivation and cooperation of students in class, but also to bestow on them important knowledge not included in the curriculum but that can help them make informed decisions regarding their lives and habits. Whereas there are many CLIL topics that can strengthen the academic performance of students, such as learning strategies or time management, the health of the brain is a crucial component of scholarly success, motivation and grit. Uninformed decisions regarding the three pillars of health, namely nutrition, exercise, and sleep, can undermine the efforts of students and slow them down in their scholarly pursuits. It is the responsibility of teachers to help put a stop to such unintended self-sabotage by stressing the importance of health and guiding students to make informed decisions regarding their health. This is why I have written my master thesis, which serves as a CLIL guide and study material source for teachers, who are interested in providing this information to students in the scope of their CLIL lessons. My thesis covers the three main pillars of health, but focuses mainly on the subject of nutrition, the importance and impact of which are often overlooked in its connection to brain health and cognitive performance. The theoretical part of my thesis covers the overview and basics of the CLIL approach, brain nutrition and nutrition in general, and it functions as the foundation of the practical part of the thesis, which consists of lesson plans and handouts that can be used in class. The material is divided into two separate parts, one for primary school students with a good language proficiency, and one for students of secondary school. The adaptation to individual student needs is encouraged.20232023-06-10 07:45:13Magistrsko delo/naloga146740VisID: 517852COBISS_ID: 155909379sl