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CLILCLIL

Content and Language Content and Language Integrated LearningIntegrated Learning

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Common QuestionsCommon Questions

What is CLIL?What is CLIL? How does CLIL benefit learners?How does CLIL benefit learners? What are the underlying principles of What are the underlying principles of

CLIL? CLIL? What’s different about CLIL lessons?What’s different about CLIL lessons? How do I become a CLIL teacher?How do I become a CLIL teacher? Are there any available resources?Are there any available resources? Where can I find out more?Where can I find out more?

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What is CLIL?What is CLIL?

CLIL refers to aCLIL refers to anny dual-focused y dual-focused educational context in which an educational context in which an additional language, thus not usually the additional language, thus not usually the first language of the learners involved, is first language of the learners involved, is used as a medium in the teaching and used as a medium in the teaching and learning of non-language contentlearning of non-language content. . Derived from the notion of ‘Language Derived from the notion of ‘Language Across the Curriculum’Across the Curriculum’

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Why CLIL?Why CLIL? Successful language learning can be achieved when Successful language learning can be achieved when

people have the opportunity to receive instruction, people have the opportunity to receive instruction, and at the same time experience and at the same time experience real-life situationsreal-life situations in which they can in which they can acquireacquire the language. the language.

What CLIL can offer to What CLIL can offer to learnerslearners of any age, is a more of any age, is a more natural situationnatural situation for language development which for language development which builds on builds on other forms of learningother forms of learning. This natural use . This natural use of language can boost a of language can boost a learner’slearner’s motivationmotivation towards learning languages. It is this naturalness towards learning languages. It is this naturalness which appears to be one of the major platforms for which appears to be one of the major platforms for CLIL’s importance and success in relation to CLIL’s importance and success in relation to both both language and other subject learning.language and other subject learning.

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Research FoundationsResearch Foundations It takes 5-7 years for students in a quality bilingual It takes 5-7 years for students in a quality bilingual

program to become academically proficient in English. program to become academically proficient in English. Language acquisition is not a linear process; it is Language acquisition is not a linear process; it is

cyclical and recursive. cyclical and recursive. Learners acquire best when they create, discover and Learners acquire best when they create, discover and

construct their own meanings. construct their own meanings. Language is a means not an end, and when learners are Language is a means not an end, and when learners are

interested in a topic, they will be motivated to acquire interested in a topic, they will be motivated to acquire language to communicate. language to communicate.

Semantic fluency precedes grammatical accuracy and Semantic fluency precedes grammatical accuracy and errors are a natural part of language learning. errors are a natural part of language learning.

Learners develop fluency in English by using English to Learners develop fluency in English by using English to communicate for a variety of purposes. communicate for a variety of purposes.

Reading is essential for developing academic English Reading is essential for developing academic English skills. skills.

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CLIL DimensionsCLIL Dimensions

1. 1. The Culture DimensionThe Culture Dimension A. Build intercultural knowledge & A. Build intercultural knowledge &

understanding understanding B. Develop intercultural B. Develop intercultural

communication skills communication skills C. Learn about specific neighbouring C. Learn about specific neighbouring

countries/regions and/or minority countries/regions and/or minority groups groups

D. Introduce the wider cultural D. Introduce the wider cultural contextcontext

2. 2. The Environment DimensionThe Environment Dimension A. Prepare for internationalisation, A. Prepare for internationalisation,

specifically EU integration specifically EU integration B. Access International Certification B. Access International Certification C. Enhance school profile C. Enhance school profile

3. 3. The Language Dimension The Language Dimension A. Improve overall target language competence A. Improve overall target language competence

B. Develop oral communication skillsB. Develop oral communication skills

C. Deepen awareness of both mother tongue C. Deepen awareness of both mother tongue

and target languageand target language

D. Develop plurilingual interests and attitudes D. Develop plurilingual interests and attitudes

E. Introduce a target language E. Introduce a target language

4. 4. The Content DimensionThe Content Dimension A. Provide opportunities to study content through A. Provide opportunities to study content through

different perspectives different perspectives

B. Access subject-specific target language terminology B. Access subject-specific target language terminology

C. Prepare for future studies and/or working lifeC. Prepare for future studies and/or working life

5. 5. The Learning DimensionThe Learning Dimension A. Complement individual learning strategies A. Complement individual learning strategies

B. Diversify methods & forms of classroom practice B. Diversify methods & forms of classroom practice

C. Increase learner motivationC. Increase learner motivation

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CLIL PrinciplesCLIL Principles CONTENTCONTENT

Progression in knowledge, skills and understanding Progression in knowledge, skills and understanding related to specific elements of a defined curriculum.related to specific elements of a defined curriculum.

COMMUNICATIONCOMMUNICATIONUsing language to learn - whilst learning to use Using language to learn - whilst learning to use language.language.

COGNITIONCOGNITIONDeveloping thinking skills which link concept Developing thinking skills which link concept formation, understanding and language formation, understanding and language

CULTURECULTUREExposure to alternative perspectives and shared Exposure to alternative perspectives and shared understandingsunderstandings..

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A University PerspectiveA University Perspective CLILCLIL encourages students and faculty to view their studies in a global encourages students and faculty to view their studies in a global

context and to venture beyond their own cultural and linguistic borders context and to venture beyond their own cultural and linguistic borders in order to gain additional perspectives and additional knowledge.in order to gain additional perspectives and additional knowledge.

CLILCLIL bridges existing curricular and disciplinary boundaries, creating bridges existing curricular and disciplinary boundaries, creating a more integrated learning environment and energizing the disciplines a more integrated learning environment and energizing the disciplines in new ways.in new ways.

By integrating the use of multiple languages into disciplines across the By integrating the use of multiple languages into disciplines across the curriculum, curriculum, CLILCLIL reinforces the centrality of language study at all reinforces the centrality of language study at all levels of education.levels of education.

CLILCLIL challenges faculty, students, and administrators to place a higher challenges faculty, students, and administrators to place a higher value on the language proficiency of bilingual students and faculty.value on the language proficiency of bilingual students and faculty.

CLILCLIL expands the number of graduates who are able to carry out work expands the number of graduates who are able to carry out work in their major area of study in more than one language and has the in their major area of study in more than one language and has the potential to create a larger workforce of bilingual and multilingual potential to create a larger workforce of bilingual and multilingual professionals.professionals.

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A CLIL Lesson - ContentA CLIL Lesson - Content TextText

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A CLIL Lesson – LanguageA CLIL Lesson – LanguageAim: to identify, locate and describe the functions of a range of plant and human organs Aim: to identify, locate and describe the functions of a range of plant and human organs

Identifying/naming Identifying/naming This is a/the …This is a/the … That is a …That is a … That’s the …That’s the … This is called a/the …This is called a/the … It comes from a …It comes from a … It’s from a …It’s from a … The … structure is called the … The … structure is called the … The … … are called …. The … … are called …. At the top of the … there is a (adj) part called At the top of the … there is a (adj) part called

the …. the …. Together, the … and the … are called the ….Together, the … and the … are called the ….

Describing appearance/structureDescribing appearance/structure It looks like …It looks like … It’s got/hasn’t got …It’s got/hasn’t got … It has/doesn’t have …It has/doesn’t have … All … have …, a …, and …. All … have …, a …, and …. The … are the often highly (adj) parts which The … are the often highly (adj) parts which

… (function verb).… (function verb). They are (adj) and are attached to the …. They are (adj) and are attached to the …. The … are arranged in a ring around the The … are arranged in a ring around the

centre of the ...centre of the ... They consist of a ..with a .. shape at the They consist of a ..with a .. shape at the

end. end. … … and is shaped rather like a ….and is shaped rather like a ….

… … and is divided into two parts. and is divided into two parts. The top of the … is called the …. The top of the … is called the …. The .. is attached to the bottom of the .. by a The .. is attached to the bottom of the .. by a A long tube grows out of the …, this is the .. A long tube grows out of the …, this is the ..

Describing locationDescribing location It is found in the … of the …It is found in the … of the … The … are found at the base of the …. The … are found at the base of the …. They are (adj.) and are attached to the …. They are (adj.) and are attached to the …. The … are arranged in a ring around the centre The … are arranged in a ring around the centre

of the …. of the …. The … is found in the centre of the …,The … is found in the centre of the …, The .. is attached to the bottom of the .. by a The .. is attached to the bottom of the .. by a They are inside the …. They are inside the ….

Describing functionDescribing function The … is the part which …The … is the part which … The … is where … is carried outThe … is where … is carried out The … is used for …-ingThe … is used for …-ing The … has the role of …-ingThe … has the role of …-ing The carries out the function of …-ingThe carries out the function of …-ing The … has a …-ing roleThe … has a …-ing role The … is a …The … is a … The …’s job is to …The …’s job is to … It does … the …-ingIt does … the …-ing

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CLIL TeachersCLIL Teachersare bilingual / plurilingual and know about:are bilingual / plurilingual and know about:

CLIL contexts around the CLIL contexts around the world world

Identifying the core language Identifying the core language of a subject of a subject

The language of thinking The language of thinking CLIL task design CLIL task design Providing language support Providing language support Teaching vocabulary in CLIL Teaching vocabulary in CLIL Developing listening in CLIL Developing listening in CLIL Working with texts and Working with texts and

words words Teaching subject-specific Teaching subject-specific

writing writing Speaking and CLIL Speaking and CLIL

Drama and music Drama and music Classroom language Classroom language Error correction Error correction Peer observation – watching Peer observation – watching

teachers teach CLIL teachers teach CLIL CLIL lesson planning CLIL lesson planning Assessment in CLIL Assessment in CLIL ICT ICT Project work Project work Classroom presentations Classroom presentations Learning strategies Learning strategies School policy, administration School policy, administration

and management in CLIL and management in CLIL Networks and resources Networks and resources

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TIE-CLIL ProjectTIE-CLIL Project(Translanguage in Europe)(Translanguage in Europe)

The TIE-CLIL project (funded through SocratesThe TIE-CLIL project (funded through Socrates) ) prompromotes otes plurilingualismplurilingualism through the introduction through the introduction of Content and Language Integrated Learning in of Content and Language Integrated Learning in five different EU languagesfive different EU languages (English, French, (English, French, German, Italian, Spanish). The major aim of TIE-German, Italian, Spanish). The major aim of TIE-CLIL is to provide preCLIL is to provide pre-- and in-service development and in-service development programmes in CLIL for language teachers and programmes in CLIL for language teachers and subject teachers through building on existing subject teachers through building on existing knowledge of this field, to provide state-of-the-art knowledge of this field, to provide state-of-the-art understanding of theory and practice.understanding of theory and practice.

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MaterialsMaterials

Visions is Visions is XXXXX’s XXXXX’s newest four-level language newest four-level language development program that supports students from development program that supports students from the newcomer level through transition into the newcomer level through transition into mainstream classrooms. By incorporating literature mainstream classrooms. By incorporating literature with content, students are taught, and have ample with content, students are taught, and have ample practice with, the skills they need to meet grade-practice with, the skills they need to meet grade-level standards while being introduced to the level standards while being introduced to the academic language needed for school success!academic language needed for school success!

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Materials - CharacteristicsMaterials - Characteristics Four levels: Newcomer (Basic), Beginning (A), Four levels: Newcomer (Basic), Beginning (A),

Intermediate (B), Advanced/Transition (C)Intermediate (B), Advanced/Transition (C) Basic level for non-schooled and low-beginning Basic level for non-schooled and low-beginning

students provides systematic language development students provides systematic language development as well as as well as literacy instructionliteracy instruction

Staff development videoStaff development video is designed for easy is designed for easy program accessprogram access

High-interestHigh-interest literatureliterature and and content-basedcontent-based readings readings motivate studentsmotivate students

ScaffoldingScaffolding throughout all four books throughout all four books. 3. 3-pronged -pronged approachapproach:: Introduce, Practice, Assess Introduce, Practice, Assess

Writing activities reinforce and recycle strategic Writing activities reinforce and recycle strategic skillsskills

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Further InformationFurther Information The CLIL CompendiumThe CLIL Compendium

www.clilcompendium.comwww.clilcompendium.com EuroclicEuroclic

www.euroclic.netwww.euroclic.net Translanguage in EuropeTranslanguage in Europe

www.tieclil.orgwww.tieclil.org UK National Centre for languagesUK National Centre for languages

www.cilt.org.ukwww.cilt.org.uk NILENILE

www.nile-elt.comwww.nile-elt.com FACTFACT

www.factworld.info/ukwww.factworld.info/uk