2. Consider 2 definitions:
Definition1
CLIL refers to situations where
subjects, or parts of subjects,
are taught through a foreign
language with dual-focused aims,
namely the learning of content
and the simultaneous learning of a
foreign language.
(Marsh 1994)2
3. 3
Content or Subject
Content suggests topics
but subjects are not only topics,
they are modes of instruction
whereby content is contextualised
to develop conceptual
understanding – not just to
acquire a knowledge of content
but ways of thinking about it.
7. CLIL or SLIL?
Integration of
methodologies?
1.subject teaching
2.language teaching
CLIL as approach to
language teaching?
7
8. Definition 2
The overall socioeducational goals of the
CLIL concept have been translated into a
widely used pedagogical model, the 4 Cs
model, with the components content,
culture, communication and cognition (Coyle
2007). This combination of components
directly reflects the conception of CLIL as an
approach that aims to transcend established
pedagogic practices in both content and
language education in order to create an
innovative space where fields of learning
separated by tradition can be brought
together. (Dalton-Puffer 2017:153) 8
9. The 4 Cs Model of CLIL
Content
Culture
Communication
Cognition
9
10. 10
What is the relationship
between these components and
how do they get combined or
integrated in CLIL methodology
so as to ‘transcend established
pedagogic practices’ in language
teaching?
11. Focus on three of these
components
Content
Cognition
Communication
How have these been related in
different approaches to language
teaching?
And how do they relate to another
component:
Context ?
11
12. 12
Language +Content + Context
Language is an abstraction that has
be made actual by association with
some content in a context that
makes them meaningful.
Different approaches to language
teaching have defined and related
these in different ways.
13. 13
Grammar Translation Language
Teaching. GTLT
No need to pay separate attention to
content or context since these would
already be incorporated in the familiar L1
and transferred into the L2 on the
assumption that they would be integrated
into the corresponding encodings of the
second language
focus on cognition the objective being to
get learners to acquire the formal encoded
properties of the foreign or other language
15. 15
Structural Language Teaching.
SLT
Content and context separated from
the first language, and related directly
to the second language.
The focus still on cognition, the
objective still to get students to acquire
linguistic competence -the L2 language
code, but now without reference to their
pre-existing knowledge of their own L1.
17. 17
Content and context devised
in the classroom.
to develop cognition of the
linguistic properties of L2
This book is on the table.
This book is here
That book on the chair
That book is there
I am walking to the door
She is walking to the door
18. Communicative language
teaching. CLT
Content and context had now to
be subordinated to
communication, so that they
were effective not for the teaching
of how meaning is encoded in
linguistic forms but how these
forms function when they are put
to use.
18
20. 20
Task-Based Language Teaching.
TBLT
Content and context devised as tasks
Tasks designed to resemble“real world“
activities to encourage“natural“
communication
Also focus on cognition.
Fluency (communication)
Accuracy & complexity ( cognition)
23. 23
CLIL and TBLT
Unlike TBLT the context and content to be
integrated with language are already provided by
other subjects and so does not have to specially
contrived as language learning tasks.
Focus on communication.
Cognition?
How far enabling acquisition of linguistic
competence?
Fluency? Yes
Accuracy & complexity ??
25. 25
CLIL or SLIL?
If what is to be integrated it is not
just content but subject – how topics
are conceptually contextualized in
the methodology of particular
subjects - then what is proposed in
CLIL is a methodology of L2 teaching
adopted or adapted from the
methodologies of other subjects
rather than a separate methodology
of its own.
26. 26
CLIL/SLIL and learner reality.
Relating language to subject would
also in principle make the language
more meaningful, and language
learning more purposeful by relating
the language to what learners
experience as a daily school reality.
But learner reality also experience of
their own L1.
30. 30
Each element of the acronym
raises questions about how
these four components are
defined and related.
And so how CLIL as an
approach to language teaching
compares with or ‘transcends’
other ‘pedagogic practices’.
31. 31
Dalton-Puffer, C. 2017. Same but Different: Content and
Language Integrated Learning and Content-Based Instruction.
In Snow, M.A & D.M. Brinton (eds)The Content-Based
Classroom. Ann Arbor: University of Michigan Press.
Marsh, D. 1994. Bilingual Education & Content and Language
Integrated Learning. International Association for Cross-cultural
Communication, Language Teaching in the Member States of
the European Union (Lingua). Paris: University of Sorbonne.
