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.

1. What is CLIL (A brief theoretical overview) Dalia-Ona Pinkevi čienė Loreta Zavadskienė

2. What is CLIL? An umbrella term covering a dozen of educational approaches (immersion, bilingual education, multilingual education, language showers, bains linguistiques ...) A continuum of educational approaches devoted to two main components – language and content CLIL is referred to as dual-focused education as lessons have two main aims, one related to particular subject or topic and one linked to language. (The British Council page ‘Teachig English’) Neither ‘translation’ of first language teaching into another language, nor ‘disguised’ systematic grammar.

3. Conceptual map for understanding CLIL: holistic, symbiotic view

4. Language Triptych

5. Benefits of CLIL The whole that is greater than the sum of the parts Accelerates learning Nurtures a feel good ( fun!) and can do attitude towards language learning in general Fires the brain up , fires the neurons Rejuvenates teaching (David Marsh) Serves as a platform for ultimate students’ interest in other languages and cultures Gives feelings of professional satisfaction and cooperation to teachers

6. Discouraging factors CLIL is complex There is no single model for CLIL – the context is to be taken into account Who is to teach CLIL (language or subject teachers), and how to combine both? Threat to the native language Insufficient understanding of content through the medium of foreign language CLIL methodology and assessment are not clear – teachers have to be supported Teacher overload

7. Current ELT interest in CLIL CLIL programs are becoming common place in numerous countries in Europe (Austria, Finland, Spain, the Netherlands) BUT NOT SO MUCH IN LITHUANIA!

8. What is Ecology to do with CLIL? In CLIL, l anguage learning is based on characteristics of ecology, i.e. it is holistic, interactive, dynamic, non-linear, complex, unpredictable, and situated in a certain context. For this, the teacher needs creativity, initiative , and effort. SO LET’S GO GREEN IN TEACHIN G!

9. List of References Coyle, D., Hood, P. and D. Marsh 2010. CLIL Content and Language integrated Learning. CUP Integruotas dalyko ir užsienio kalbos mokymas. Lietuvos Respublikos Švietimo ir mokslo ministerija, Vilnius, 2007 Ceruti, M. A. On Solid Ground. Matching Practice and Theory in a CLIL Perspective. Studies about Languages 16/2010 J ä rvinen, H. M. What is Ecology to do with CLIL? An Ecological Approach in CLIL. International CLIL Research Journal 2009 Lasagabaster D. and Sierra J. M. Language Attitudes in CLIL and Traditional ELF Classes. International CLIL Research Journal 1/2009 Janulien ė A. On the Use of CLIL at Lithuanian Schools. Verbum 2010