About CLIL
•Download as PPT, PDF•
2 likes•2,989 views
CLIL (Content and Language Integrated Learning) is an umbrella term that covers various educational approaches where lessons have two main aims - one related to a particular subject or topic, and one linked to language learning. It is a dual-focused approach where neither the content nor the language is dominant. CLIL aims to accelerate learning through an integrated, holistic and symbiotic view of language and content. Potential benefits include improved language skills, increased motivation for learning languages and content, and professional satisfaction for teachers. However, CLIL also presents challenges such as the complexity of balancing language and content, determining who teaches CLIL lessons, potential threats to the native language, and a lack of clear methodology and assessment.
Report
Share
Report
Share
![What is CLIL? ,[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Needs Analysis Lithuania
The document summarizes the results of a survey of 74 Lithuanian secondary school teachers regarding their needs for training in Content and Language Integrated Learning (CLIL). It found that most teachers have a basic understanding of CLIL but feel they need more training, especially in CLIL methodology and lesson planning. English teachers reported having more knowledge of CLIL than other subject teachers. There was strong interest among respondents in participating in a proposed course on using CLIL for teaching about environmental topics related to the Baltic Sea.
CLIL Context: Europe, Catalonia, Benefits
This document discusses Content and Language Integrated Learning (CLIL), providing context on its implementation in different educational systems. It notes that CLIL advocates using a foreign language as the means of instruction for non-language subjects, with the goal of promoting both content knowledge and target language acquisition. The document then gives examples of CLIL programs in Canada, the US, Europe, and Catalonia, highlighting research that shows benefits such as increased language exposure and a more naturalistic approach to language learning when CLIL methods are used.
Short CLIL presentation-Cindy DePoy
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used for teaching content and language simultaneously. It discusses key CLIL concepts like integration of content and language, using language to learn new content and develop thinking skills. It also covers frameworks like the 4Cs, Bloom's Taxonomy, Cummins' Matrix. It outlines new roles for teachers and students in CLIL with a focus on facilitating thinking rather than imparting knowledge. Elements of planning, interaction, scaffolding, assessment and cooperation among teachers are also summarized.
An introduction to content and language integrated learning
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as an educational approach that teaches content and language simultaneously. The document discusses the benefits of CLIL, including that it helps students develop skills for using language in academic contexts. It also notes challenges for teachers in using CLIL, such as needing competence in both the content area and language. Examples of how to structure CLIL lessons and support student learning are provided.
Clil presentation
CLIL (Content and Language Integrated Learning) is an educational approach that teaches subjects through the medium of a foreign language. It aims to develop both subject knowledge and language skills simultaneously rather than separately. CLIL lessons combine content, communication, cognition, and culture. Language is used to learn the subject matter rather than being the objective itself. A successful CLIL lesson balances these four components to teach curriculum content through meaningful use of the target language.
Aine Furlong - The role of CLIL and plurilingualism in teaching languages
This document discusses the role of Content and Language Integrated Learning (CLIL) and plurilingualism in teaching languages. It addresses several topics:
- The challenges of identity, interdisciplinarity, and diversity in the 21st century that CLIL and plurilingualism can help address.
- The rationale for CLIL and plurilingualism in Europe, including that communication is now international and Europe needs to invest in its diversity.
- Key principles of CLIL including that the methodology is at the core and that CLIL models can vary depending on the learning context.
- The importance of developing learners' plurilingual competence and allowing them to use language in a variety of contexts, including
What is clil
This document defines CLIL (Content and Language Integrated Learning) as an educational approach where subjects like math, science, and history are taught in the target language rather than the student's native language. It provides key terms like AICLE and EMILE and notes that CLIL can take soft, subject-led, or partial immersion forms. The document outlines benefits like improved language skills and confidence as well as critical thinking. It also discusses the history of CLIL and motivations for its use.
Teaching ESP implementing CLIL and CALL
This document discusses Content and Language Integrated Learning (CLIL), an educational approach where subjects are taught in a foreign language to simultaneously teach content and language skills. It provides background on CLIL, including key definitions, how it has developed over time in Europe through various initiatives, and how it is implemented in different countries and educational systems. The document also discusses benefits of CLIL for learners, as well as strategies and considerations for teaching CLIL effectively.
Recommended
Needs Analysis Lithuania
The document summarizes the results of a survey of 74 Lithuanian secondary school teachers regarding their needs for training in Content and Language Integrated Learning (CLIL). It found that most teachers have a basic understanding of CLIL but feel they need more training, especially in CLIL methodology and lesson planning. English teachers reported having more knowledge of CLIL than other subject teachers. There was strong interest among respondents in participating in a proposed course on using CLIL for teaching about environmental topics related to the Baltic Sea.
CLIL Context: Europe, Catalonia, Benefits
This document discusses Content and Language Integrated Learning (CLIL), providing context on its implementation in different educational systems. It notes that CLIL advocates using a foreign language as the means of instruction for non-language subjects, with the goal of promoting both content knowledge and target language acquisition. The document then gives examples of CLIL programs in Canada, the US, Europe, and Catalonia, highlighting research that shows benefits such as increased language exposure and a more naturalistic approach to language learning when CLIL methods are used.
Short CLIL presentation-Cindy DePoy
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used for teaching content and language simultaneously. It discusses key CLIL concepts like integration of content and language, using language to learn new content and develop thinking skills. It also covers frameworks like the 4Cs, Bloom's Taxonomy, Cummins' Matrix. It outlines new roles for teachers and students in CLIL with a focus on facilitating thinking rather than imparting knowledge. Elements of planning, interaction, scaffolding, assessment and cooperation among teachers are also summarized.
An introduction to content and language integrated learning
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as an educational approach that teaches content and language simultaneously. The document discusses the benefits of CLIL, including that it helps students develop skills for using language in academic contexts. It also notes challenges for teachers in using CLIL, such as needing competence in both the content area and language. Examples of how to structure CLIL lessons and support student learning are provided.
Clil presentation
CLIL (Content and Language Integrated Learning) is an educational approach that teaches subjects through the medium of a foreign language. It aims to develop both subject knowledge and language skills simultaneously rather than separately. CLIL lessons combine content, communication, cognition, and culture. Language is used to learn the subject matter rather than being the objective itself. A successful CLIL lesson balances these four components to teach curriculum content through meaningful use of the target language.
Aine Furlong - The role of CLIL and plurilingualism in teaching languages
This document discusses the role of Content and Language Integrated Learning (CLIL) and plurilingualism in teaching languages. It addresses several topics:
- The challenges of identity, interdisciplinarity, and diversity in the 21st century that CLIL and plurilingualism can help address.
- The rationale for CLIL and plurilingualism in Europe, including that communication is now international and Europe needs to invest in its diversity.
- Key principles of CLIL including that the methodology is at the core and that CLIL models can vary depending on the learning context.
- The importance of developing learners' plurilingual competence and allowing them to use language in a variety of contexts, including
What is clil
This document defines CLIL (Content and Language Integrated Learning) as an educational approach where subjects like math, science, and history are taught in the target language rather than the student's native language. It provides key terms like AICLE and EMILE and notes that CLIL can take soft, subject-led, or partial immersion forms. The document outlines benefits like improved language skills and confidence as well as critical thinking. It also discusses the history of CLIL and motivations for its use.
Teaching ESP implementing CLIL and CALL
This document discusses Content and Language Integrated Learning (CLIL), an educational approach where subjects are taught in a foreign language to simultaneously teach content and language skills. It provides background on CLIL, including key definitions, how it has developed over time in Europe through various initiatives, and how it is implemented in different countries and educational systems. The document also discusses benefits of CLIL for learners, as well as strategies and considerations for teaching CLIL effectively.
Theoretical CLIL Framework
This document provides an overview of three planning tools for Content and Language Integrated Learning (CLIL): the 4Cs curriculum guidance, 3As lesson planning tool, and matrix audit tool for tasks and materials.
The 4Cs curriculum guidance uses the principles of content, communication, cognition, and culture to plan CLIL units. The 3As lesson planning tool involves analyzing content language, adding language for learning, and applying language through learning. The matrix audit tool evaluates tasks and materials on dimensions of cognitive and linguistic demands.
These tools are meant to guide CLIL planning, teaching, and reflection, not as rigid formulas. Their goal is to support professional development and ensure content and language are well integrated in CLIL class
Clil theory
- CLIL (Content and Language Integrated Learning) is a dual-focused approach that integrates both subject/thematic content and language development, with varying emphasis depending on context.
- There are no uniform CLIL models as implementations are adapted to local conditions, but underlying pedagogical principles from constructivism and language acquisition theories guide CLIL.
- The 4Cs conceptual framework outlines key dimensions of CLIL - Content, Cognition, Communication, and Culture.
Core features of clil
The document outlines the core features of Content and Language Integrated Learning (CLIL), which include having a multiple focus on both language learning and content learning, creating a safe and enriching learning environment, using authentic materials, promoting active learning among students, providing scaffolding to support students, and encouraging cooperation between teachers, students, parents, and the local community. Some key aspects are focusing on both content and language, accepting errors as part of the learning process, letting students communicate more than the teacher, and building on students' existing knowledge through scaffolding techniques.
Licence to clil
CLIL as a dual-focused educational approach could help achieve both the teaching of content and the mastery of the English language. It will also help teachers challenge the students’ cognitive skills, resulting in more engaged and motivated students in the class.
• presenting CLIL features and parameters to EFL teachers who have never used CLIL .
• distinguishing and comparing EFL and CLIL features.
• enumerating the thinking skills and highlighting the importance of developing them as a valuable tool to achieve lifelong learning.
• identifying the features of CLIL materials, and exemplify them with Eleanitz English CLIL project as a model in order to analyze the way in which the sequences and activities are organized and designed.
• CLIL-ing an EFL course book unit in order to adapt the current class material to suit CLIL’s parameters and features.
CLIL
The document discusses key variables that influence the teaching and learning of a target language, including context variables, presage variables, process variables, and the nature of language instruction. It analyzes different types of language instruction, including direct vs. naturalistic techniques, crosslingual vs. intralingual techniques, and analytic vs. integral methods. The document also discusses content-based instruction/teaching and its emphasis on using the target language for classroom instruction through integrating language skills and academic content.
Clil Method- David Marsh
CLIL refers to teaching subjects through a foreign language to simultaneously learn content and the foreign language. It integrates teaching curriculum content with a non-native language. CLIL aims to help students gain the language needed to understand content subjects, reinforce acquisition of content, and develop learning skills through teacher support providing vocabulary and texts in the other language.
Content and language integrated learning
Content and Language Integrated Learning (CLIL) is an approach where students learn new content in a foreign language at the same time. The theory is that focusing on meaningful content helps students understand and use the target language as a learning tool. CLIL differs from topic-based approaches in that the main objective is for students to learn new content while also learning the language. The document discusses the AICLE approach used in upper secondary schools, which complements communicative task-based learning in lower secondary schools by motivating students to solve problems and learn how to do things in other languages.
ABCs of CLIL
Placing equal emphasis on content
learning and language learning
2 Encouraging the use of authentic
materials (e.g. webpages, newspaper)
3 Giving multimodal input (i.e. written/
spoken texts, graphics, statistics, videos)
4 Using various levels of thinking skills
(i.e. LOTS and HOTS)
5 Giving many tasks
6 Making the most of cooperative learning
(e.g. pair work, group work)
7 Providing scaffolding in content and
language
8 Incorporating elements of cross-
cultural understanding and global issues
9 Integrating the four skills
10 Instructing learning skills
Communication
This document discusses Content and Language Integrated Learning (CLIL) and how to plan for language use and development in CLIL settings. It introduces the concepts of language of learning, language for learning, and language through learning. Teachers are advised to carefully plan which types of language learners will use and learn by analyzing vocabulary, grammar structures, and functions needed to understand concepts and operate in the foreign language. The document also recommends using the "language triptych" to integrate language learning with content learning and providing scaffolding to help students develop skills.
Implementing clil programmes
This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching subjects in a foreign language to improve both content knowledge and language skills. It provides an overview of CLIL, including definitions, benefits, different models of implementation, and considerations for applying CLIL such as teacher training, curriculum design, and methodology. Challenges of CLIL are also addressed, such as ensuring comprehension for students with varying language abilities and balancing language accuracy and content coverage.
CLIL presentation by Helen Baliou at PIERCE COLLEGE
Dr. Helen Baliou gave a presentation on content and language integrated learning (CLIL) approaches. She discussed different CLIL models like hard CLIL versus soft CLIL and language-driven versus content-driven CLIL. She also addressed key questions about how CLIL should be implemented and its relationship to traditional English language teaching. Some principles of CLIL are that it provides a dual-focus on content and language, uses English as a medium for instruction, takes a holistic view of education, and actively involves students in natural language learning to develop skills like critical thinking.
Clil: What´s Clil?
CLIL (Content and Language Integrated Learning) is an educational approach that teaches additional language skills through non-language subjects. It began in the 1990s due to increasing globalization. There are many forms of CLIL including language showers, camps, student exchanges, and total immersion programs. Effective CLIL strategies include integrating language learning into content classes and using content from subjects in language classes to achieve both content and language goals while also developing learning skills.
What a CLIL course looks like
2019 Teachers Helping Teachers presentation in Kyrgyzstan, Sept, 2019
CLIL (Content and Integrated Language Learning) is a form of instruction that attempts to emphasize both English language and content to non-native English speakers. It serves as the model of instruction for many courses taught in the liberal arts program of a small college in southern Japan, where the presenter is employed. This presentation explained CLIL through comparison with its cousins: EMI (English Medium Instruction) and CBI (Content Based Instruction). Some of the benefits of the CLIL model will be outlined. An overview of a 15-week freshman political science course meeting twice per week was presented in order to exemplify what a team-taught CLIL course might look like. Participants received a multiple-lesson plan and student materials for one of this course’s 10+ readings to see the how content and language can be integrated, and provided ideas to teachers interested in this instructional model.
Content Integrated Language Learning ( CLIL)
Basic concepts to understand CLIL in a few slides. Useful for teacher trainees who have no idea of what Content Integrated Learning is.
Project Work and CLIL
Brief presentation which looks at how project work can be used in CLIL classes. Practical suggestions and list of useful resources included.
CLIL
The document discusses content-based language teaching (CLIL) in the classroom. It defines CLIL as teaching content through the target language to promote meaningful communication. The advantages include creating contexts for use of the target language, easier recall of content-based information, and development of cognitive and communication skills. Challenges include teachers lacking subject knowledge and difficulty assessing student performance. Effective planning involves setting objectives, adapting content and language, using tasks, and criteria for evaluation. CLIL is a useful strategy that emphasizes content learning through communication in the target language.
Content and Language Integrated Learning
Content and language integrated learning (CLIL) means using a foreign language as the medium of instruction to teach non-language subjects. It aims to teach content and language simultaneously through collaborative and participative teaching methods. Some benefits of CLIL include making language learning more attractive and functional when using the language to acquire information. It also promotes cognitive flexibility, intercultural understanding, and the development of communication strategies. For content teachers, it requires changing from a lecturing style to acting as a facilitator who trains learners through discovery-based tasks and a focus on oral fluency.
Fundamentals of CLIL
A comprehensive introduction to Content Language Integrated Learning - CLIL created to help pre and in-service EFL teachers understand the basics of this approach.
CLIL - Content and Language Integrated Learning
This document discusses Content and Language Integrated Learning (CLIL), which uses a foreign language as the medium of instruction for teaching non-language subjects. It provides definitions and origins of CLIL. It also summarizes research that supports CLIL, including how it provides comprehensible input, opportunities for negotiation of meaning, and development of academic language skills. The document then discusses CLIL methodology and experiences implementing CLIL programs in Spain, including benefits, challenges for teachers, and positive results on student language skills and academic achievement.
CLIL lesson planning
A brief overview of principles and models EFL teachers should use when planning lesson, units, syllabuses and/or curricula.
The Real Issue: An Overview of CLIL
This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.
Supporting Thinking Skills in CLIL Courses
The document discusses Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used for teaching content and language. It discusses the 4Cs of CLIL - cognition, communication, content, and community. It provides examples of CLIL implementation in different European countries. It also discusses differences between "hard CLIL" and "soft CLIL" as well as differences between CLIL and other language teaching approaches. Overall, the document provides an overview of CLIL, its definition, principles and implementation in practice.
More Related Content
What's hot
Theoretical CLIL Framework
This document provides an overview of three planning tools for Content and Language Integrated Learning (CLIL): the 4Cs curriculum guidance, 3As lesson planning tool, and matrix audit tool for tasks and materials.
The 4Cs curriculum guidance uses the principles of content, communication, cognition, and culture to plan CLIL units. The 3As lesson planning tool involves analyzing content language, adding language for learning, and applying language through learning. The matrix audit tool evaluates tasks and materials on dimensions of cognitive and linguistic demands.
These tools are meant to guide CLIL planning, teaching, and reflection, not as rigid formulas. Their goal is to support professional development and ensure content and language are well integrated in CLIL class
Clil theory
- CLIL (Content and Language Integrated Learning) is a dual-focused approach that integrates both subject/thematic content and language development, with varying emphasis depending on context.
- There are no uniform CLIL models as implementations are adapted to local conditions, but underlying pedagogical principles from constructivism and language acquisition theories guide CLIL.
- The 4Cs conceptual framework outlines key dimensions of CLIL - Content, Cognition, Communication, and Culture.
Core features of clil
The document outlines the core features of Content and Language Integrated Learning (CLIL), which include having a multiple focus on both language learning and content learning, creating a safe and enriching learning environment, using authentic materials, promoting active learning among students, providing scaffolding to support students, and encouraging cooperation between teachers, students, parents, and the local community. Some key aspects are focusing on both content and language, accepting errors as part of the learning process, letting students communicate more than the teacher, and building on students' existing knowledge through scaffolding techniques.
Licence to clil
CLIL as a dual-focused educational approach could help achieve both the teaching of content and the mastery of the English language. It will also help teachers challenge the students’ cognitive skills, resulting in more engaged and motivated students in the class.
• presenting CLIL features and parameters to EFL teachers who have never used CLIL .
• distinguishing and comparing EFL and CLIL features.
• enumerating the thinking skills and highlighting the importance of developing them as a valuable tool to achieve lifelong learning.
• identifying the features of CLIL materials, and exemplify them with Eleanitz English CLIL project as a model in order to analyze the way in which the sequences and activities are organized and designed.
• CLIL-ing an EFL course book unit in order to adapt the current class material to suit CLIL’s parameters and features.
CLIL
The document discusses key variables that influence the teaching and learning of a target language, including context variables, presage variables, process variables, and the nature of language instruction. It analyzes different types of language instruction, including direct vs. naturalistic techniques, crosslingual vs. intralingual techniques, and analytic vs. integral methods. The document also discusses content-based instruction/teaching and its emphasis on using the target language for classroom instruction through integrating language skills and academic content.
Clil Method- David Marsh
CLIL refers to teaching subjects through a foreign language to simultaneously learn content and the foreign language. It integrates teaching curriculum content with a non-native language. CLIL aims to help students gain the language needed to understand content subjects, reinforce acquisition of content, and develop learning skills through teacher support providing vocabulary and texts in the other language.
Content and language integrated learning
Content and Language Integrated Learning (CLIL) is an approach where students learn new content in a foreign language at the same time. The theory is that focusing on meaningful content helps students understand and use the target language as a learning tool. CLIL differs from topic-based approaches in that the main objective is for students to learn new content while also learning the language. The document discusses the AICLE approach used in upper secondary schools, which complements communicative task-based learning in lower secondary schools by motivating students to solve problems and learn how to do things in other languages.
ABCs of CLIL
Placing equal emphasis on content
learning and language learning
2 Encouraging the use of authentic
materials (e.g. webpages, newspaper)
3 Giving multimodal input (i.e. written/
spoken texts, graphics, statistics, videos)
4 Using various levels of thinking skills
(i.e. LOTS and HOTS)
5 Giving many tasks
6 Making the most of cooperative learning
(e.g. pair work, group work)
7 Providing scaffolding in content and
language
8 Incorporating elements of cross-
cultural understanding and global issues
9 Integrating the four skills
10 Instructing learning skills
Communication
This document discusses Content and Language Integrated Learning (CLIL) and how to plan for language use and development in CLIL settings. It introduces the concepts of language of learning, language for learning, and language through learning. Teachers are advised to carefully plan which types of language learners will use and learn by analyzing vocabulary, grammar structures, and functions needed to understand concepts and operate in the foreign language. The document also recommends using the "language triptych" to integrate language learning with content learning and providing scaffolding to help students develop skills.
Implementing clil programmes
This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching subjects in a foreign language to improve both content knowledge and language skills. It provides an overview of CLIL, including definitions, benefits, different models of implementation, and considerations for applying CLIL such as teacher training, curriculum design, and methodology. Challenges of CLIL are also addressed, such as ensuring comprehension for students with varying language abilities and balancing language accuracy and content coverage.
CLIL presentation by Helen Baliou at PIERCE COLLEGE
Dr. Helen Baliou gave a presentation on content and language integrated learning (CLIL) approaches. She discussed different CLIL models like hard CLIL versus soft CLIL and language-driven versus content-driven CLIL. She also addressed key questions about how CLIL should be implemented and its relationship to traditional English language teaching. Some principles of CLIL are that it provides a dual-focus on content and language, uses English as a medium for instruction, takes a holistic view of education, and actively involves students in natural language learning to develop skills like critical thinking.
Clil: What´s Clil?
CLIL (Content and Language Integrated Learning) is an educational approach that teaches additional language skills through non-language subjects. It began in the 1990s due to increasing globalization. There are many forms of CLIL including language showers, camps, student exchanges, and total immersion programs. Effective CLIL strategies include integrating language learning into content classes and using content from subjects in language classes to achieve both content and language goals while also developing learning skills.
What a CLIL course looks like
2019 Teachers Helping Teachers presentation in Kyrgyzstan, Sept, 2019
CLIL (Content and Integrated Language Learning) is a form of instruction that attempts to emphasize both English language and content to non-native English speakers. It serves as the model of instruction for many courses taught in the liberal arts program of a small college in southern Japan, where the presenter is employed. This presentation explained CLIL through comparison with its cousins: EMI (English Medium Instruction) and CBI (Content Based Instruction). Some of the benefits of the CLIL model will be outlined. An overview of a 15-week freshman political science course meeting twice per week was presented in order to exemplify what a team-taught CLIL course might look like. Participants received a multiple-lesson plan and student materials for one of this course’s 10+ readings to see the how content and language can be integrated, and provided ideas to teachers interested in this instructional model.
Content Integrated Language Learning ( CLIL)
Basic concepts to understand CLIL in a few slides. Useful for teacher trainees who have no idea of what Content Integrated Learning is.
Project Work and CLIL
Brief presentation which looks at how project work can be used in CLIL classes. Practical suggestions and list of useful resources included.
CLIL
The document discusses content-based language teaching (CLIL) in the classroom. It defines CLIL as teaching content through the target language to promote meaningful communication. The advantages include creating contexts for use of the target language, easier recall of content-based information, and development of cognitive and communication skills. Challenges include teachers lacking subject knowledge and difficulty assessing student performance. Effective planning involves setting objectives, adapting content and language, using tasks, and criteria for evaluation. CLIL is a useful strategy that emphasizes content learning through communication in the target language.
Content and Language Integrated Learning
Content and language integrated learning (CLIL) means using a foreign language as the medium of instruction to teach non-language subjects. It aims to teach content and language simultaneously through collaborative and participative teaching methods. Some benefits of CLIL include making language learning more attractive and functional when using the language to acquire information. It also promotes cognitive flexibility, intercultural understanding, and the development of communication strategies. For content teachers, it requires changing from a lecturing style to acting as a facilitator who trains learners through discovery-based tasks and a focus on oral fluency.
Fundamentals of CLIL
A comprehensive introduction to Content Language Integrated Learning - CLIL created to help pre and in-service EFL teachers understand the basics of this approach.
CLIL - Content and Language Integrated Learning
This document discusses Content and Language Integrated Learning (CLIL), which uses a foreign language as the medium of instruction for teaching non-language subjects. It provides definitions and origins of CLIL. It also summarizes research that supports CLIL, including how it provides comprehensible input, opportunities for negotiation of meaning, and development of academic language skills. The document then discusses CLIL methodology and experiences implementing CLIL programs in Spain, including benefits, challenges for teachers, and positive results on student language skills and academic achievement.
CLIL lesson planning
A brief overview of principles and models EFL teachers should use when planning lesson, units, syllabuses and/or curricula.
What's hot (20)
CLIL presentation by Helen Baliou at PIERCE COLLEGE
CLIL presentation by Helen Baliou at PIERCE COLLEGE
Similar to About CLIL
The Real Issue: An Overview of CLIL
This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.
Supporting Thinking Skills in CLIL Courses
The document discusses Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used for teaching content and language. It discusses the 4Cs of CLIL - cognition, communication, content, and community. It provides examples of CLIL implementation in different European countries. It also discusses differences between "hard CLIL" and "soft CLIL" as well as differences between CLIL and other language teaching approaches. Overall, the document provides an overview of CLIL, its definition, principles and implementation in practice.
Erasmus+ clil presentation 2015-07-14 TEACHER TRAINNING
Erasmus+ clil presentation 2015-07-14 TEACHER TRAINNINGModel Ionideios Junior High School, Peireus, Greece
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used as the medium of instruction to teach content and language simultaneously. The document discusses the benefits of CLIL for learners, including increased motivation, cognitive development, and language skills. Some potential criticisms are also outlined, such as CLIL not always achieving content and language goals equally. The document concludes by describing the 4Cs Framework for planning CLIL lessons around the key elements of content, cognition, communication and culture.Clilassi
The document discusses Content and Language Integrated Learning (CLIL) methodology in bilingual education. It defines CLIL as an approach where an additional language is used to teach both content and language. It outlines several principles of CLIL, including its socio-European, linguistic, and educational dimensions. Examples of how CLIL is implemented in one school are provided, along with references for further reading on teaching languages and content integration.
CLIL State of Art Report by Hands On CLIL
Each involved country in the Erasmus+ Hands On CLIL partnership presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
CLIL State of Art Report by Hands On CLIL
Each involved country in the partnership Erasmus+ Hands On CLIL presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
Implementingclilprogrammes
1) Content and language integrated learning (CLIL) involves using a foreign language as the means to teach non-language subjects, with the goal of developing both content knowledge and language skills simultaneously.
2) There are various models for implementing CLIL, including full immersion programs and partial integration within specific subjects. Successful programs require gradual implementation, selection of appropriate subjects, curriculum design, and teacher training.
3) Both content and language teachers must adapt their methodologies, with content teachers focusing on participation and language teachers supporting content mastery. Materials should be visual and interactive to engage students.
Presentation LJRoodt TESOL Arabia
This document discusses Content and Language Integrated Learning (CLIL), an educational approach where an additional language is used as the medium of instruction to teach both content and language skills simultaneously. It outlines key aspects of CLIL including the 4Cs framework, strategies to develop literacy, and pedagogical skills training needed for content teachers to effectively implement CLIL. The document also proposes a comprehensive teacher training program and follow up support to help content teachers in Saudi Arabia improve students' language and content learning through CLIL.
A case study for the integration of technology into required english at at J...
This document outlines David L. Brooks' presentation at the E-Learn 2015 conference on integrating technology into English as a foreign language (EFL) instruction at a Japanese university. Brooks discusses using an intercultural task-based approach, where students complete collaborative performance tasks. He advocates for "metacognitive inculturalization" to help students adapt to the EFL classroom culture. Examples of tasks discussed include role-plays, debates, and creating video programs. Brooks also provides examples of how he instructs students on a topic speech project, including setting goals, the writing process, and assessment criteria.
Elearn 2015 Kona A case study for integration of technolgoy into required eng...
Presented at E-Learn 2015: World Conference on E-Learning, Waikoloa Beach Marriott Resort, Oct 20 - 22, 2015
Implementing clil programmes
This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching subjects in a foreign language to improve both content knowledge and language skills. It provides an overview of CLIL, including definitions, benefits, different models of implementation, and considerations for applying CLIL such as teacher training, curriculum design, and methodology. Challenges of CLIL are also addressed, such as ensuring comprehension for students with varying language abilities and balancing language accuracy and content coverage.
AICLE-CLIL
The document discusses variables that influence the successful teaching and learning of a target language through content-based instruction. It outlines key issues like the differences between instructed foreign language techniques versus naturalistic second language acquisition strategies, and crosslingual versus intralingual techniques. It also discusses the different types of language instruction, including analytic versus global methods, and code-based versus content-based programs.
CLIL Symposium in a Plurilingual Community of Practice
This document discusses introducing Content and Language Integrated Learning (CLIL) at the A2 level of foreign language classes. It begins by defining CLIL as a dual-focused educational approach using an additional language for teaching both content and language. It then discusses the basic principles of CLIL, including the 4Cs of cognition, communication, content, and community. It provides examples of how CLIL has been implemented in Europe and the differences between "hard" and "soft" CLIL. Finally, it discusses literacy, cognitive skills, and how a student's first language abilities can transfer to their second language skills in a CLIL context.
BLOG CLIL AL PRÀCTIQUES 1
The document discusses using a blog to support CLIL (Content and Language Integrated Learning) in a primary school in Lleida, Spain. It outlines the school's CLIL projects, challenges of implementing CLIL, and how the blog is used to scaffold learning as students learn science through English. Updates to the blog provide resources for students and teachers. Future plans include reflecting on subjects and units to structure the blog to better meet student needs and improve CLIL implementation.
Secondary school bilingual programs
The document summarizes the secondary school bilingual programs in Andalucía, Spain. It provides details on the creation of the program, current numbers, requirements to start a program, focus on CLIL, integrated language curriculum, faculty training, the coordinator role, students and families involved, language assistants, difficulties, and advantages. The bilingual programs aim to teach content in a second language to foster international connections through language learning.
Clil course for eTwinning Learning Event Screpanti
This document provides an overview of CLIL (Content and Language Integrated Learning). CLIL is an approach to teaching subjects such as science or geography through the medium of a foreign language. The document discusses the benefits of CLIL in developing subject knowledge and language ability. It also outlines different types of CLIL implementation and principles for effective CLIL teaching, including the use of scaffolding techniques and a focus on interaction, output, and developing thinking skills.
Practical 12 clil
This lesson plan aims to teach 3rd grade students about the importance of hand washing through a CLIL approach. The teachers will act out a scene showing dirty hands and using hand sanitizer to introduce the topic. Students will then watch a video song about germs and answering questions. Finally, students do a matching activity to practice vocabulary like "germs" and "hand sanitizer." The goal is to make English learning relevant to students' lives by discussing health topics.
Practical 12
This document discusses Content and Language Integrated Learning (CLIL). It identifies the five dimensions of CLIL as culture, environment, language, content, and learning. It explains each dimension in detail. The document also discusses the advantages of CLIL for young children, noting their brain plasticity and ability to learn through interaction. Finally, it explores how CLIL key terms like target language, exposure, and learning strategies interact in a CLIL lesson.
Current trends in elt around the globe
Language teaching approaches are dynamic and constantly evolving. Over the 20th century, the field of English language teaching (ELT) experienced many paradigm shifts with new methods emerging every decade. Recent trends in ELT include a movement towards more learner-centered and cooperative approaches, incorporating theories like multiple intelligences, as well as a focus on developing learner independence through strategy training. ELT practitioners now emphasize sharing experiences through networking, engaging in reflective practice, and adapting instruction to local contexts over rigidly following prescribed methods.
Enriching Vocabulary to the Students of English as Second Language Learners (...
This paper focuses on enriching vocabulary to the students of the English as Second
Language learner (ESL) through the approach Content–Integrated–Language–Learning
(CILL). Previously many approaches have been developed, such as language across
curriculum, task based instruction, activity based communicating (ABC model) instruction,
content based instruction and immersion programmes etc. In this paper I shall present a
model for learning Vocabulary of English as Second Language Learner through his/her
preferred content.
Similar to About CLIL (20)
Erasmus+ clil presentation 2015-07-14 TEACHER TRAINNING
Erasmus+ clil presentation 2015-07-14 TEACHER TRAINNING
A case study for the integration of technology into required english at at J...
A case study for the integration of technology into required english at at J...
Elearn 2015 Kona A case study for integration of technolgoy into required eng...
Elearn 2015 Kona A case study for integration of technolgoy into required eng...
CLIL Symposium in a Plurilingual Community of Practice
CLIL Symposium in a Plurilingual Community of Practice
Clil course for eTwinning Learning Event Screpanti
Clil course for eTwinning Learning Event Screpanti
Enriching Vocabulary to the Students of English as Second Language Learners (...
Enriching Vocabulary to the Students of English as Second Language Learners (...
About CLIL
- 1. What is CLIL (A brief theoretical overview) Dalia-Ona Pinkevi čienė Loreta Zavadskienė
- 3. Conceptual map for understanding CLIL: holistic, symbiotic view