6. CLIL is NOT:
Backdoor language
teaching
Additional subject
teaching
A way of ‘dumbing
down’ the subject
content
Let's CLIL!
7. CLIL is NOT
A threat to subject
specialism
Elitist and only for
more able students
For foreign
teachers
Teaching what
students already
know
Let's CLIL!
8. CLIL is:
“CLIL is dual–focussed encompassing both subject
or thematic and language development although,
depending on the context and variables within,
there may be a predominance of one over the
other but never to exclusion.
However, it is the interpretation of the integration
of content and language in CLIL which has major
implications for and impact on the development of
CLIL pedagogies. “
Do Coyle
Let's CLIL!
9. CLIL is flexible
“CLIL models are by no
means uniform. They are
elaborated at a local level to
respond to local conditions
and desires. Indeed the
characteristics
of
CLIL
development
in
Europe
show a great variety of
solutions. ... It is the
combination of the choices
with respect to the variables
that produces a particular
CLIL project.
Let's CLIL!
Coonan (2003, 27)
10. THERE IS NO
specific CLIL
pedagogy (research
beginning to emerge)
prescriptive model
for planning CLIL
modules and lessons
in (dependent on
different contexts)
Let's CLIL!
11. THERE ARE
pedagogical principles underlying CLIL
several tools to help ensure that some of the
shared principles are observed despite CLIL’s
inherent flexibility
Let's CLIL!
16. It works if...
Foreign language is learnt.
Subject content is learnt.
First languages are not affected in a
negative way.
Let's CLIL!
17. Does it affect L1 in a negative
way?
No
L1 is already developed or
not affected at secondary level
Let's CLIL!
18. Do students learn FL?
3 essential conditions to learn a
language
Long time of exposition to the language.
Attention to the content of the message.
Have the possibility of saying what you
would like to say.
Possibilities of interaction
With “experts”
With “equals”
Let's CLIL!
19. Do students learn FL?
2 more conditions that help ...
Intense exposition to the language
Introduction of adjustments that help
students to understand the relationship
between
meaning and form
Let's CLIL!
20. Do students learn FL?
Yes
The three essential
conditions are fulfilled.
Let's CLIL!
21. Do students learn content?
Yes ...
... If
adjustments and scalfolding
necessary for understanding
and conveying information are introduced.
Let's CLIL!
22. Why?
The message is not
understood right away
It is inevitable to include
adjustments & scaffolding
Scaffolding help
ALL students
Let's CLIL!
25. ADVANTAGES
A natural way of learning a language
Different Children, Different Learning Style
A real way of approaching a language
Fosters the language and Thinking Skills
Social and cultural dimensions that CLIL
offers
Its ICT potential
A good way of approaching the curriculum
Let's CLIL!
26. Better than L1 subject teaching?
Methodology in FL is more
elaborate/considered than the
‘assumptive’ teaching typical of L1
classrooms.
Use of a wider range of task-types to
make sure people understand!
Students make more cognitive effort
Let's CLIL!
27. DRAWBACKS
Lack of linguistic competence in English
Lack of materials
Not all pupils feel motivated to learn a FL.
Not all workmates and parents see a need
to foster CLIL methodology
No clear preference for any particular
subjects
The need for teacher training more focused
on CLIL
Let's CLIL!
