Condado Martín, Laura
García Cortelles, María
Gutiérrez López, Marta
* “The ability to comunicate” has enjoyed high
priority in the discourse the proper goals of
foreign language education.
* In other words, the CLIL lesson as an oral
practice or speech event is an element in the
learning process that cannot be disregarded,
and it is a short characterization of this
* Linguistic competence is based on “The language
system” or “grammar” and usually concerns aspects
of linguistic knowledge up to the sentence level.
* Sociolinguist competence is defined as knowledge of
socially and culturally appropriate language use in
terms of formality, politeness and interpersonal
* Discourse competence is the most readily recognized
as an issue in the written mode and explicit
instruction on how to present ideas in a text.
* Strategic competence communication skills for
communication. We need these skills for first
language interaction. This model will now be used to
evaluate the observable language use of students in
secondary CLIL classrooms.
* Is employed to describe situations where second language
competencies are developed through the teaching of curricular
content that is not typical of language classes per se.
* List of goals formulated in the CLIL-Compendium:
DEVELOP INTERCULTURAL COMMUNICATION SKILLS
PREPARE FOR INTERNATIONALISATION
PROVIDE OPPORTUNITIES TO STUDY CONTENT THROUGH DIFFERENT
ACCESS SUBJECT-SPECIFIC TARGET LANGUAGE TERMINOLOGY
IMPROVE OVERALL TARGET LANGUAGE COMPETENCE
DEVELOP ORAL COMMUNICATION SKILLS
DIVERSIFY METHODS & FORMS OF CLASSROOM PRACTICE
INCREASE LEARNER MOTIVATION
* Content outcomes:
CLIL students work more persistently on tasks, showing higher
tolerance of frustration, thus acquiring a higher degree of procedural
competence in the subject.
* Language outcomes:
It‟s necessary integrate the factors in a coherent model of
competence, which can then serve as a conceptual groundwork for
the practice of CLIL. There are certain aspects of language
competence are developed more than others:
Creativity, risk-taking, fluency, quantity
Emotive / affective outcomes
* Process is created in which this knowledge is not
transmitted but jointly constructed in a common
discourse space. by simple power of logic, that
CLIL students are listeners most of the time.
- Teacher questions
- Teacher feedback
- Student answers
- Student presentations
- Reading aloud -> „lecturing‟.
* Beneficts in CLIL instruction
* Teachers‟ qualification is of primary importance for
a fruitful process of learning any subject through
any foreign language. Developing certain
skills, deepening students‟ understanding of
themselves, inspiring tolerance for otherness.
* What is needed, however, is to enrich these
textbooks with additional tasks and to give an
„intercultural‟ focus of the already existing ones.
Teachers often have to look for and even translate
* The teachers will read you a story and you
will have to listen carefully.
* Divide the class into four groups and each
group will have a different function.
* Are you ready? here we go!