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Core features of CLIL as a synthesis

Multiple focus

supporting language learning in content classes supporting content learning in language classes

integrating several subjects organizing learning through cross-curricular themes and projects

supporting reflection on the learning process

Safe and enriching learning environment

using routine activities and discourse displaying language and content throughout the classroom building student confidence to experiment with language and content using classroom learning centres guiding access to authentic learning materials and environments increasing student language awareness

Authenticity

letting the students ask for the language help they need

maximizing the accommodation of student interests making a regular connection between learning and the students' lives connecting with other speakers of the CLIL language

using current materials from the media and other sources

Active learning

students communicating more than the teacher students help set content, language and learning skills outcomes

students evaluate progress in achieving learning outcomes favouring peer co-operative work negotiating the meaning of language and content with students teachers acting as facilitators

Scaffolding building on a student's existing knowledge, skills, attitudes, interests and experience repackaging information in user-friendly ways responding to different learning styles fostering creative and critical thinking challenging students to take another step forward and not just coast in comfortCO-operation

planning courses/lessons/themes in co-operation with CLIL and non-CLlL teachers involving parents in learning about CLIL and how to support students | involving the local community, authorities and employers

As a synthesis we can refer to what Mehisto, Marsh and Frigols (2008) say about thethree CLIL related goals.

CLIL foundation pieces

The CLIL strategy, above all, involves using a language that is not a student's native

language as a medium of instruction and learning for primary, secondary and/orvocational-level subjects such as maths, science, art or business. However, CLIL alsocalls on content teachers to teach some language. In particular, content teachers need

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to support the learning of those parts of language knowledge that students are missingand that may be preventing them masteringthe content.

Language teachers in CLIL programmes playa unique role. In addition to teaching thestandard curriculum, they work to supportcontent teachers by helping students to gainthe language needed to manipulate contentfrom other subjects. In so doing they also helpto reinforce the acquisition of content.

Thus, CLIL is a tool for the teaching andlearning of content and language. Theessence of CLlL is integration. This integrationhas a dual focus:

1) Language learning is included in content classes (e.g., maths, history, geography, computerprogramming, science, civics, etc).This means repackaging information in a manner thatfacilitates understanding. Charts, diagrams, drawings, hands-on experiments and thedrawing out of key concepts and terminology are all common CLIL strategies.

2) Content from subjects is used in language-learning classes. The language teacher, workingtogether with teachers of other subjects, incorporates the vocabulary, terminology and textsfrom those other subjects into his or her classes. Students learn the language and discoursepatterns they need to understand and use the content. lt is a students desire to understandand use the content that motivates him or her to learn the language. Even in languageclasses, students are likely to learn more if hey are not simply learning language forlanguage's sake, but using language to accomplish concrete tasks and learn new content.The language teacher takes more time to help students improve the quality of their languagethan the content teacher. However, finding ways in the CLIL context to inject content intolanguage classes will also help improve language learning. Thus, in CLIL, content goals aresupported by language goals. In addition to a focus on content and language, there is a third

element that comes into play. The development of learning skills supports the achievement ofcontent language goals. Learning skills goals constitute the third driver in the CLIL triad.

The three goals of content, language and learning skills need to fit into a larger context.

Parents are most interested in having their children learn the CLIL language, continueto develop their first language and learn as much of the content as children who are notin CLIL programmes. Therefore, the ultimate goal of CLIL initiatives is to createconditions that support the achievement of the following:

grade-appropriate levels of academic achievement in subjects taught throughthe CLIL language;

grade-appropriate functional proficiency in listening, speaking, reading and writing in the CLILlanguage;

age-appropriate levels of first-language competence in listening, speaking, reading andwriting;

an understanding and appreciation of the cultures associated with the CLIL language and thestudent's first language;

the cognitive and social skills and habits required for success in an ever-changing world.

The CLIL method can give young people the skills required to continue to study or workin the CLIL language. However, language maintenance and learning is a lifelongprocess requiring continued use and ongoing investment.

Mehisto, P., D. Marsh and M.J. Frigols. (2008) Uncovering CLIL: Content and languageintegrated learning in bilingual and multilingual education. London: Macmillan. (selections fromchapters 1, 2, 3 & 4)