Activity 1. Mind map of the
• Divide the paper in the group.
• Establish the main factors of the paper.
• Summarize what you perceive as the main
items of the paper.
• Present the map
What drives the core-features?
THINKING drives the teaching/learning process;
COGNITION drives the good CLIL practice.
THINKING = COGNITION
It is the mental faculty of knowing which includes:
• The holistic development of learners;
• To guide students towards becoming
capable and motivated;
• To form independent students
• To put the focus on SUBSTANCE
• Not only provide with new information but
also permit the connection between that
new information and the existing knowldge,
skills and attitudes.
MEANING-MAKING is both a personal
and social process (COMUNITY)
The new knowledge and skills develop
Personal and cooperative reflection
A communicative process
THE FOUR PRINCIPLES
• These principles can serve as a
reference point for lessons
• They contribute to successful
COMMUNITY – CONTENT - COMMUNICATION
How does CLIL work for students?
CLIL classes work:
To create life experiences;
To tap into the innate language
learning ability we all have.
Communication and learning take
place in the CLIL language
Conceptual map for understanding CLIL:
holistic, symbiotic view
(developed by Do Coyle)
Three interrelated types of
• 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
Lexical rather than
• 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
• Chunks 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
Benefits of CLIL
• The whole that is greater than the sum of the parts
• 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
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
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)
• Language teachers help subject
teachers. The aim is to have subject
teachers teaching CLIL by themselves.
CLIL lessons around the
• Book: “Uncovering CLIL”,by
Peter Mehisto, Maria-Jesus
Frigols, and David Marsh.
(Chapter 2: Getting ready for
• Youtube lessons
Answer the following questions
1. Which are the new powers of superheroes?
2. Why do you consider old superheroes have
3. What can you infer in Superman, Batman and
1. Why were they excited?
2. Why is Batman questioned about his superpowers?
3. Why is Ben highlighted by the other superheroes?
Create your own superheroe
for Colombian problems
• Draw him/her
• He/she should have one Colombian
• Explain his/her superpowers
• Explain briefly his/her story
• Name and describe his/her enemies