CLIL (Content and Language Integrated Learning) is an approach that integrates teaching academic content with the teaching of a non-native language. It has 4 guiding principles and involves 5 stages: building a shared vision, reflecting the context, focusing on content, communication, cognition and culture, providing resources, and monitoring/evaluating. The methodology creates a safe environment for active, peer-cooperative learning with scaffolding. Teachers act as facilitators and provide authentic input while students use their background knowledge to participate and apply new content knowledge.

1. CLIL
Content and Language Integrated Learning

2. What is CLIL?
■ Integrating teaching content from a curriculum subject
with the Teaching of a non-native Language.
■ A flexible approach
■ 4 guiding principles underlying CLIL

3. STAGE ONE
TO BUILD UP A SHARE VISION
 Ideal CLIL classroom
 What do learners and teachers have
to achieve?
 Global goals
Increase engagement
Develop confidence

4. STAGE TWO
CLIL programme
should reflect
THE CONTEXT
Regional/national policies
Environment
School type and size
Teacher supply
Different contexts
Share aims and goals

5. 4
Cs
Content
Communication
Cognition
Culture

6. Theory of Language
Functional
Used to learn as
well as to
communicate
Its focus in a
lesson does not
consider structural
grading

7. Languag
e OF
learning
Languag
e FOR
learning
Languag
e
THROUG
H
learning
language tryptych

8. What students need in order to
Access language
Languag
e
OF
learning
Language
THROUG
H learning
Languag
e FOR
learning
The new Language that will emerge
The language that students will need
during the lessons

9. STAGE FOUR: RESOURCES
 Professional learning
communities

 CLIL digital networks
 Teacher support
 Material banks
 Repositories
USE OF QUESTIONS
NO display questions: they limit
communication.
YES referential questions: they
encourage learners questioning:

 higher-order thinking skills

 Creativity

 lingusitic progression

10. Core features of CLIL methodology
■ Multiple focus approach
■ Safe and enriching environment
■ Authenticity
■ Active learning
■ Scaffolding
■ Cooperation

11. Roles
 Facilitator
 Engaging students
 Providing support
 Providing authentic input
Teacher
 Peer cooperative work
 Using both new and
background knowledge
 Active participation
Student
s

12. Typical class procedures
Warm-up
 Previous knowledge
Input
 Practice content in language
 Expand vocabulary
 Consolidation of knowledge
Consolidatio
n
 Summarizing skills
 Apply new knowledge
 Check and correct error

13. STAGE 5: MONITORING AND EVALUATING
 Understanding classroom processes and outcomes
 Creating an environment linguistically accessible and cognitively
demanding
 Analysing and measuring the relation between linguistic and
cognitive levels throuhg the CLIL Matrix
 Giving formative and summative feedback tasks