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• WHAT'S CLIL
• POLICY CONTEXT AND OTHER CONTEXTS THAT
FAVORISE THE USE OF CLIL
• RATIONALE FOR CLIL
• KEY CHARACTERISTICS
• AVAILABLE SUPPORT
• FUTURE PERSPECTIVES
Dissatisfaction about the language teaching and not motivating for SS
Changes in Education in the U.K. The Department for Education has made a
review of the National Curriculum in England for key stages 1 to 4 (ages 5 -
The new diploma in Languages in International Communication (2011)
Offers opportunities to teach the content through language developing cross-
curriculum skills. Integration of languages and contents are supported.
This document is the fruit of those discussions over more than 2 years. The Aim is to be a
support and guidance for teachers
Language and subject area content are learnt in combination. CLIL describes any learning activity
where language is used as a tool to develop new learning.Learners make progress in both
language and content.
CLIL Is flexible. Can be adapted to
CLIL promotes development of cross curricular skills through questions, information
processing, and problem solving. The new Diploma will encourage cross-curriculum collaboration.
Relevant for EAL
3.- POLICY CONTEXT
1.- The policy and Curriculum changes
The recent policy wants to develop a curriculum which enables young people to became:
Excellence and Enjoyment (DCSF 2003)
the child at the heart of the process.
Languages Review (DCSF 2007) languages should become statutory from the age of 7. Laguages may be linked to other parts of the
Independent review of the Primary Curriculum (DCSF 2009)
– offers opportunities to link subjects and provide challenging cross-curricular studies.
– It provides opportunities to use and apply what they've learned from the teaching of subjects.
– The Review of the Curriculum opens the door to innovation. It respects the integrity of subjects but lessens the rigidity of
their boundaries. It encourages teachers and SS to think creatively outside “subjects boxes”.
Opportunities for change through new qualifications and new Diploma structure
• The revised new GCSE (general certificate of 2nd
education) will increase the posibilities of developing
CLIL in Key stage 4. It offers schools the opportunity to design their own controlled assesment tasks for
speaking and writing. The topics are no longer prescribed and can reflect content of their choice
• QCA (qualifications agency) 2008. It's important to select contexts and topics that are likely to be of
interest to pupils. Should provide opportunities for pupils to talk about things that matter to them.”
• There's interest to make the New diploma in Languages and International Communication
compatible with CLIL. The diploma says that there's a need for the integration of language learning into
the curriculum, so that language learning becomes more about L use rather than L study.
A challenge for policy makers and teachers is CLIL methodology can provide teacher and learner
MOTIVATION and raise the quality of teaching and
L are often perceived to be DIFFICULT, not
enjoyable and not relevant.
SS are keen to learn more about other countries
SS LACK CONFIDENCE in their language capability Confident learners in communicating in 2 or more
languages develop a sense of self-worth.
LOW ENJOYMENT influences subject choices at
CLIL helps learners' personal and cultural
development as well as promoting progression in L
learning and use.
Young People become independent in their learning. They will be expected to investigate
issues, research information and analyse what they hear and read. They will be
encouraged to question and put original ideas. They will be encouraged to make
presentations and justify opinions.
Make Questions and have original ideas
and analyse it
5.- KEY CHARACTERISTICS
• CHOOSING APPROPIATE CONTENT
– Discover new knowledge developing skills and understanding
– Subject and language conted integrated
– Appropiate to learners
• DEVELOPING INTERCULTURAL UNDERSTANDING
– Investigate and reflect on other cultures and behaviour
– Involes learning through another L =Culture
• USING LANGUAGE TO LEARN/LEARNING TO USE LANGUAGE
– Interact with L exposing SS to authentic resources for their level
– Appropiate code-switching between L, particularly EAL.
MAKING MEANINGS THAT MATTER
– Maximum interction in the classroom
– Frequent opportunities to use the L for authentic communication with native
– Content which chanllenges learners' thinking, stimulating the desire to interact
– Motivatin context which encourages SS to use L to express thoughts, ideas
– Support will be provided: speaking and writing, guided webquests, model
– Progress in L and content
– SS will develop creativity and independence in L using. They will gradually
take control of the L tto acces information and resources.
– SS will develop a higher order thinking skills.
6.-QUESTIONS AND CHALLENGES
• WHAT ARE THE BENEFITS FOR CLIL?
– For learner CLIL is different from traditional learning
– A good use of time ( Subjetcs + laguage)
– It conect different segments of the curriculum and enables learners to transfer knowledge
across the subject
– Helps to concentrate
– Promotes communication across cultures and prepares learners for being international
• WHAT ARE THE RISKS?
– Iniatially CLIL T needs to invest time
– Planning and selecting appropiate material
– T needs support with the language or with the content!
– Fragile due to the teachers suply and change of the staff
– CLIL needs ful support of the senior leadership team.
AM I TEACHING HISTORY OR LANGUAGE?
- T needs to consider ow to make progress in both
- CLIL needs to be developed in teamworks.
I ONLY HAVE GCSE FRENCH. CAN I TEACH CLIL?
- T Works together with the especialists. Teachers can exchange knowledge across different areas.
HOW DO I MAKE A CASE FOR CLIL WITH MY SENIOR LEADERSHIP TEAM?
- Current Curriculum opens doors to greater autonomy for TT and SS.
- CLIL is flexible
HOW DO I START CLIL IN MY SCHOOL?
- With colleages in your department.
- Think of the reasons why CLIL is relevant for your school. Talk to the L department and then to the Senior
- Contact colleages from other schools
HOW DO I ORGANISE CLIL? DO I HAVE TO GIVE OVER RESPONSIBILITY
FOR MY SUBJECT TO THE LANGUAGES TEACHER?
- A balance between developing and supporting subjects and Languages
- A variety of models of CLIL exists. CLIL is flexible. CLIL should show the interests and needs of the learner.
(Shorter or long-ter lesson)
- CLIL also promotes the citizneship not only L and subject areas.
DOES CLIL MEAN DUMBING DOWN THE CURRICULUM?
- The challence is to raise the level of L to meet the level of content.
HOW DO I ASSES CLIL? WHAT AM I TESTING?
- Look for an integrated approach where content an K are assessed together
- The future of summative assesment for CLIl is linked with the revision of the mew GCSE
- GCSE specifications include the posibilty for schools to design their own assesment. This will count for 60%
of the total GCSE assesment for language
THE NEW DIPLOMAS AND THE CLIL APPROACH
- It encourages cross-curricy¡ulum collaboration and will require the study of subjects areas through another L.
Digital networks Setting up a CLIL
Resources Creating Resources
Teacher networks in
Small teams working
in the same or similar
Few resources in
textbooks with CLIL other
It's not traslating but to make
independent decisions about
how to teach the content
CLIL in CCN.
A local University can
offer support to
schools in forming
to engage classroom
Other countries texbooks
but they have different
complex laguage or
content that does not fit
A useful starting point: Science
across the world. Simple
science topics with readymade
CLIL needs to be part
of the whole school
and embedded in the
A few resources
published for primary: “ a
la fraçaise”. With learning
activities for maths
EAL materials also provide
Reading cases from
other school for
Search on the net for already
The question for teachers is no longer how to teach language in a discret capsule within an overcrowded
curriculum, but how to promote learning through a number of languages.
Our aspiration for CLIL
- Learners who become pluriliterate building knowledge, skills and understanding through using more than
- Learners who develop greater intercultural understanding by recognising their own values and
those of others
- Learners who develop functional skills that helps them improving learning and preparing lthem
- Learners who are willing to listen, willing to question, willing to challenge and defend, willing to adapt
and develop richer perspectives on local and global issues.
9.- INSIDE THE CLASSROOM- CASE STUDIES
• http://www.youtube.com/watch?v=esBie67HA3A MATHS
• http://www.youtube.com/watch?v=y03vfTEzBD4 HISTORY
• http://www.youtube.com/watch?v=Bh97UtWesK8 CLASIC
PE THROUGH CLIL