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Clil presentation Presentation Transcript

  • 1. CLIL Essentials (Content and Language Integrated Learning) Dalia-Ona Pinkevi čienė Loreta Zavadskienė
  • 2. What is CLIL?
    • An umbrella term covering a dozen of educational approaches (immersion, bilingual education, multilingual education, language showers, bains linguistiques ...)
    • A continuum of educational approaches devoted to two main components – language and content
    • CLIL is referred to as dual-focused education as lessons have two main aims, one related to particular subject or topic and one linked to language. (The British Council page)
    • Neither ‘translation’ of first language teaching into another language, nor ‘disguised’ systematic grammar.
  • 3. Is it CLIL or not CLIL?
    • Bilingual teaching
    • Immersion
    • LSP/ESP (Language/English for Specific Purposes)
    • Academic language teaching
    • International Baccalaureate
  • 4. CLIL-Classroom principles
    • Language is used to learn as well as to communicate
    • It is the subject matter which determines the language needed to learn
    • Subject is taught in simple easily comprehensible ways, using diagrams, illustrations, graphs, highlighted terms
    • Language – subject based vocabulary, texts and discussions. If needed, L 1 can be used
  • 5. A successful CLIL lesson should combine elements of the following (the 4Cs):
    • Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. (It should not repeat the content learnt in other lessons!)
    • Communication – Using language to learn and learning to use language. Language does not follow the grammatical progression found in language-learning settings
    • Cognition -Developing thinking skills which link concept formation (abstract and concrete), understanding and language
    • Culture - understanding of otherness and self, deepened feelings of community and global citizenship
    • (David Marsh)
  • 6. Conceptual map for understanding CLIL: holistic, symbiotic view (developed by Do Coyle)
  • 7. Language Triptych
  • 8. Three interrelated types of language
    • L of learning – content obligatory language related to the subject theme or topic
    • L for learning – language needed to operate in foreign language environment (for pair/ group work, asking questions, debating, etc.)
    • L through learning - new language that cannot be planned. This emerging language needs to be captured, recycled and developed so that it becomes a part of a learner’s repertoire
  • 9. Lexical rather than grammatical approach
    • Language that has real purpose and is dictated by the context of the subject
    • Attention to collocations , semi-fixed expressions , set phrases and subject specific and academic vocabulary
    • Cunks of language that can be picked up and used immediately
    • There is no grading for language!
    • Learners are not afraid to make mistakes
    • Learner styles are taken into account
  • 10. Benefits of CLIL
    • The whole that is greater than the sum of the parts (synergy effect)
    • Accelerates learning
    • Is authentic
    • Nurtures a feel good ( fun!) and can do attitude
    • Fires the brain up , fires the neurons, rejuvenates teaching
    • Serves as a platform for ultimate students’ interest in other languages and cultures
    • Gives feelings of professional satisfaction and cooperation to teachers
    • Parents are for it
    • Beneficial for the school
  • 11. Discouraging factors / limitations
    • CLIL is complex
    • There is no single model for CLIL – the context is to be taken into account
    • Who is to teach CLIL (language or subject teachers), and how to combine both?
    • New concepts are always difficult to accept
    • Threat to the native language , if any? Do academic language and terminology develop?
    • Insufficient understanding of content through the medium of foreign language
    • CLIL methodology and assessment are not clear – teachers have to be supported
    • Teacher overload , shortage of materials
  • 12. Current ELT interest in CLIL
    • CLIL programs are becoming common place in numerous countries in Europe (Austria, Finland, Spain (all subjects in Basque country), the Netherlands)
    • In Lithuania-mostly 35-40hour modules. Teachers work in tandems. Language teachers help subject teachers. The aim is to have subject teachers teaching CLIL by themselves.
  • 13. Topics to be Covered
    • Pollution of the Baltic Sea
    • Stabilization of sand dunes
    • Rising sea levels
    • Seaside littering
    • Recession of beaches
    • Oil platforms in the Baltic Sea
    • Coastal erosion & coastal defences
    • Saving flora & fauna of the Baltic Sea
    • Pollution of rivers
    • Surface water quality
    • Sunken ships at the coast of Denmark
    Water: Energy Estonia Things Latvia Water Lithuania
  • 14. What is Ecology to do with CLIL?
    • In CLIL, l anguage learning is based on characteristics of ecology, i.e. it is holistic, interactive, dynamic, non-linear, complex, unpredictable, and situated in a certain context.
    • For this, the teacher needs
    • creativity, initiative , and effort.
  • 15. List of References
    • Coyle, D., Hood, P. and D. Marsh 2010. CLIL Content and Language integrated Learning. CUP
    • Integruotas dalyko ir užsienio kalbos mokymas. Lietuvos Respublikos Švietimo ir mokslo ministerija, Vilnius, 2007
    • Ceruti, M. A. On Solid Ground. Matching Practice and Theory in a CLIL Perspective. Studies about Languages 16/2010
    • J ä rvinen, H. M. What is Ecology to do with CLIL? An Ecological Approach in CLIL. International CLIL Research Journal 2009
    • Lasagabaster D. and Sierra J. M. Language Attitudes in CLIL and Traditional ELF Classes. International CLIL Research Journal 1/2009
    • Janulien ė A. On the Use of CLIL at Lithuanian Schools. Verbum 2010