CLILCLIL is often defined as an umbrella term orapproach with a dual purpose in ELT:content learning and language learning(Costa and D’Angelo 2011; Coyle, Hood,and Marsh 2010; Haataja 2007).In theory, CLIL entails that content andlanguage are interwoven ‘without animplied preference for either’ (Coyle 2007,545). CLIL is an approach in which variousmethodologies are used to achieve a dual-focused form of instruction in language andcontent.
Listening activity 1&2A Scaffolding includes previousknowledge activation.B Mediation may occur through socialinteraction.C Krashen’s input hypothesis.D Cummins’ BICS and CALP.E Cummins’ theory linked to Bloom’staxonomy.F Scaffolding is realised in ZPD.
Teacher’s questions1 How would you assess the different rhythmsyou heard on the percussion instruments?2 According to the graph, which is the city withthe highest rainfall?3 Who do you think are the most interestingcharacters in the historical biography?4 Which features would you like to have in yourideal ecological school?5 What sport would you invent which could beplayed in space?6 Which UK Primer Minister behaved responsiblyduring WWII?
Language problems1 Learners may not understand the general structureof a population report.2 Learners may not understand key words in thereport about the electricity experiments.3 Learners may not understand what they need to doin answering the maths problems.4 Learners may not have enough English to write fullsentences for the economics questions.5 Learners often take longer to process both contentand target language when reading several longhistory texts.
Stage What the teacher does What the students do1 PREPARATIONIdentifies the interculturallearning potential of atextSpeculate about themes,research the literarycontext, engage in classdiscussion2 COMPREHENSIONProvides a glossary,divides the text intochunkAnswer questions, writesummaries, use visualsand graphics, produceposters.3 NOTICING Designs a task to raiseintercultural awarenessReflect on interculturalissues4 INTERPRETATIONChallenges assumptions Describe their ownsituations, compare theirstories with peers5 COMPARISONSets tasks for comparingand contrasting valuesand culturesFind similarities anddifferences betweencultures, reflect on theirown cultural practices,questions their ownassumptions.6 ACTIONOrganises project work Through team work theyprepare a portfolio whichexplores a topic from alocal and globalperspective. They offeractions.