Clil an innovative teaching practice

E L E N I X A N T H A KO U
2 N D E X P E R I M E N TA L GY M N A S I U M O F AT H E N S
1 8 / 3 / 2 0 1 9
CLIL: An innovative teaching practice in the 2nd Experimental Gymnasium of Athens

( C L I L ) E N TA I L S A P P ROA C H I N G A C U R R I C U LU M S U B J EC T
T H RO U G H A L A N G UAG E W H I C H I S N OT T H E O N E N O R M A L LY
U S E D. I T I S A N E W FO R M O F CO N T E N T B A S E D I N ST R U C T I O N
( C B I ) - A LOT L I K E I M M E RS I O N W H E R E YO U D O N OT H AV E A N
‘ E N G L I S H ’ C L A S S B U T L EA R N EN G L I S H BY ST U DY I N G A N OT H E R
TO P I C O R S U B J EC T.
CLIL:
Content and Language Integrated Learning

( DAV I D M A RS H , 2 0 0 2 )
CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language
with dual-focussed aims, namely the learning of content, and the simultaneous learning of a
foreign language.

T H E A P P ROA C H I S A P P L I C A B L E I N A L L S EC TO RS O F
E D U C AT I O N F RO M P R I M A RY TO A D U LT A N D H I G H E R
E D U C AT I O N . T EAC H E RS I N VO LV E D I N C L I L M AY B E
E I T H E R S P ECI A L I STS I N T H E I R OW N D I S C I P L I N E O R
L A N G UAG E T EAC H E RS W O R K I N G I N CO L L A B O R AT I O N
W I T H CO G N I T I V E F I E L D EX P E RT S TO D ES I G N CO U RS ES
I N VA R I O U S S U B J EC T S .
Based on Fred Genesee (2003), it is a bilingual/immersion content-driven approach where mastery
of academic objectives is considered as important as the proficiency in the target language.

On a practical level, course design reflects the 4Cs of CLIL as suggested by Coyle,
(1999), namely:
 Content (lesson topic)
 Communication (Content obligatory language & content compatible
language)
 Cognition (HOTS: higher order thinking skills & LOTS: lower order thinking
skills)
 Culture (Community or Citizenship lesson focus)

Based on the Curriculum, every subject or subject area is eligible for CLIL, that is:
 humanities and social science subjects (history, geography, social studies),
 natural science subjects (mathematics, physics, biology) and
 creative subjects (art, sports, music)

CLIL:
 is closely connected to the student-centered approaches of task-based and project-based language
learning
 promotes the functional use of language, putting fluency before accuracy or meaning before form
 leads to learner autonomy, cooperation and collaboration
 uses authentic material to develop an understanding and reconstruction of a foreign perspective on a
particular topic
 allows students to attain ‘a sphere of interculturality’.

Why use CLIL
Based on the European Commission, CLIL is considered highly effective as it:
 promotes intercultural awareness and communication skills
 builds language competence and oral communication skills
 fosters multilingual interests and attitudes
 offers alternative means of curricular subject approach
 provides a realistic context for target language use
 offers extensive practice in the target language within curricular restrains
 promotes cross-thematic unity and curriculum cohesion
 encourages diversity in teaching approach and syllabus design
 provides stimulus for students participation and class advancement both in
the target language and the subject being taught

Teachers attempting to apply CLIL should:
 provide more thinking time & elicit student talk
 activate background information
 trigger high-order thinking through open-ended questions
 design material which reflects feedback acquired in the process
 make use of visual aids (realia, graphs, charts, photos, objects etc.)
 use authentic material (texts, illustrations, maps, demonstrations, photos,
video clips etc.)
 train students to apply word inference skills as well as word trees
 provide scaffolding, i.e. content and language support strategies
 establish a collaborative working environment for teachers and students
 maintain a good rapport among teachers and students
 apply formative assessment to evaluate course efficiency and learner
progress

Impediments in CLIL course-design
 Resources (material is hard to find and almost always needs to be adapted)
 Language (L2 competence)
 Methodology (no clear description of CLIL methodology)
 Students ( students need to get really involved for CLIL to work)
 Teacher interaction and teamwork
 Time allocation
 Assessment
 Group dynamics
 Networking systems

L EA R N ERS A RE G EN U I N E LY EN CO U R AG E D TO G O B EYO N D T H E F IC T I O N A L
CO N T E N T S O F FO R E I G N L A N G UAG E T EAC H I N G A N D D EA L CO G N I T I V E LY,
CO N S C I O U S LY A N D E M OT I O N A L LY W I T H A N Y G I V E N C U R R I C U LU M S U B J EC T,
P RO M OT I N G O P T I M A L L EA R N I N G PRO C ES S ES . T R A D I T I O N A L C L A S S RO O M
S E T T I N G S G I V E WAY TO M O D E R N FO R M S O F J O I N T L EA R N I N G A L LOW I N G
ST U D E N T S TO ACQ U I R E AU TO N O M Y T H RO U G H G RO U P A N D P ROJ EC T WO R K .

Questionnaire on student profile (sample)

Evaluation questionnaire (sample)
Circle from 1-6 (where applicable) to show your preferences. (1: I liked a lot. – 6: I did not like at all)
 CLIL session(s) 1 2 3 4 5 6
 Photos 1 2 3 4 5 6
 Videos 1 2 3 4 5 6
 Trailer 1 2 3 4 5 6
 Use of movie 1 2 3 4 5 6
 Lesson tasks 1 2 3 4 5 6
 Use of technology 1 2 3 4 5 6
 Group work 1 2 3 4 5 6
 Follow up tasks 1 2 3 4 5 6
 Vocabulary 1 2 3 4 5 6
 Task variety 1 2 3 4 5 6
 Session time 1 2 3 4 5 6
Make comments
1. What would you like to have in the next CLIL lesson?
2. What would make the lesson more attractive?

CLIL : Summative questionnaire/ open type (sample)
 If asked, how would you describe CLIL?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
 Which other cognitive field would you select for CLIL apart
from …………………?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
 Comment on the CLIL units covered this year.
[I liked:
(1: very little, 2: little, 3: neutral, 4: very, 5: very much)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
 What did you like more about the CLIL sessions?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
 What did you like less about the CLIL sessions?
…………………………………………………………………………………………………
………………………………………………………………………………………………
 What difference did CLIL make in relation to the subject of
……………………;
…………………………………………………………………………………………………
……………………………………….............................................................
 How did CLIL influence your English courses?
…………………………………………………………………………………………………
………………………………………………………………………………………………..
 How would you comment on the CLIL collaborative/cross
thematic teaching?
…………………………………………………………………………………………………
…………………………………………………………………………………………………

CLIL : Summative questionnaire/ closed type (sample)
How effective do you consider each of the following factors of the CLIL sessions? Complete the grid.
(1: very little, 2: little, 3: average, 4: very, 5: very much)
English Subject…… CLIL
Reading Listening Speaking Writing Cognitive field Course design Teaching level Teaching
method
Collaboration Creativity
1
2
3
4
5

Indicative CLIL session sample

(CLIL: English- History / Eleni Xanthakou – Yannis Antoniou)
The French Revolution (1789-1794)

Worksheet 1:
Find the English word(s) from the
presentation
answers
Γαλλική Επανάσταση French Revolution
Διαφωτισμός Enlightenment
Ελευθερία Freedom
Ισότητα Equality
Ιδιωτική περιουσία Private Property
Περιορισμένη κυριαρχία Limited sovereignty
Εθνικό χρέος National debt
Ανεπαρκές σύστημα φορολόγησης Inefficient /uneven taxation system
Ταξικό σύστημα State system
Φεουδαρχικό σύστημα Feudal system
Λαός commoners
Αναποφάσιστος indecisive
Υποστήριξη support
Χωρικοί peasants
Κατεστραμμένες σοδειές Harvest failure
Ξέσπασμα outbreak
Οικονομική κρίση Fiscal crisis
Συνέλευση των τάξεων Estates General
1η Τάξη- κλήρος 1st estate- Clergymen
2η Τάξη- αριστοκρατία 2nd Estate- noblemen & women
3η Τάξη- λαός 3rd Estate- people
Αντιπρόσωποι Representatives/delegates
Κυβερνητικοί υπάλληλοι Government officials
Διαμαρτυρία protest
Εθνική Συνέλευση National Assembly
Όρκος του Σφαιριστηρίου The Tennis Court Oath

THE ESTATES GENERAL, VERSAILLES, MAY 1789
Worksheet 2 : Task 2
Shade which complaint you think was most important in causing the French Revolution
Group
no.
Estate & Profession Character Does s/he
want the
Revolution?
What are
his/her
complaints?
archbishop Archbishop
Brienne
? Brother of
Marie-Rose
Barre
lawyer Georges
Couthon
? Brother of
Duchessede
Polignac
peasant Pierre
Lacombe
banker Louis Legrande

Worksheet 3: Watch the trailer of ‘The Tale of Two Cities’ and answer
What did the woman say? Complete her lines….
‘We have no -------------.
We have no --------------.
We have no --------------.
We are so ----------------.
We do not even have a ------------------.
Just a stupid --------------------.

Worksheet 4: Origins of the French Revolution
http://www.history.com/topics/french-revolution/videos#origins-of-the-
french-revolution
Watch the video and take notes on:
 the events that led to the revolution
 Storming the Bastille
 the reaction of Louis XVI to the news of Storming the Bastille
 the French flag

Worksheet 5: Why was Louis XVI put on trial? Why was Louis XVI executed? What happened at the trial of
Louis XVI?
 Step 1
 Imagine the class up as a courtroom with areas for the jury, lawyers,
King, Marie Antoinette and Judge. Watch the documentary and
organize your arguments for Louis XVI’s trial.
 Step 2
 Where do you stand in court? Have you got a good view from where
you are in the court room? What does the King look like? What are
your thoughts about the King? Do you think he is guilty?
 Step 3
 The judge asks Louis XVI how he feels and if he thinks he will win
the trial.
 Step 4
 It’s time for the pleas. Then we hear from the defense lawyers,
followed by the prosecution.
 Step 5
 Discuss and reach a verdict. [Three punishments for the King:
Execution, Exile or Stay in France without power]
The Judge
Defence Lawyer
King Louis XVI
Marie Antoinette
Prosecution Lawyer

A Tale of Two Cities
A novel by Charles Dickens set in
London & Paris before and during
the French Revolution
(ebook
http://www.gutenberg.org/ebooks/
98 )

A Tale of Two Cities
(TV movie)

‘Αν θέλεις να λέγεσαι άνθρωπος’
(Τάσος Λειβαδίτης)
CLIL: English- Contemporary Greek Literature/ Eleni Xanthakou – Haido Kallitsaki
(3rd class Junior High)
‘If’ by Rudyard Kipling (1865-1936)

CLIL: English – Music / Eleni Xanthakou – Vasilis Mitropoulos
 Leonard Cohen
 George Michael
 Jazz
 Στερεότυπα στη μουσική
http://eclass.sch.gr/courses/G32424/

Cells
Atoms
CLIL: English - Science / Eleni Xanthakou – Vasiliki Gitzia

CLIL: English - Mathematics/ Eleni Xanthakou – Eleni Ziaka

Bibliography
 Coyle, D. (1999) ‘Theory and planning for effective classrooms: supporting students in
content and language integrated learning contexts’, in Masih, J(Ed.) Learning through
a Foreign Language, London, CILT
 Ellis, R. (2003) Task-based Language Learning and Teaching. Oxford University Press,
Oxford.
 Genesee, F. (2003) ‘What do we know about bilingual education for majority
language students?’ in Bhatia, T.K. & Ritchie, W. (eds.) Handbook of Bilingualism and
Multiculturalism. London: Blackwell.
 Kramsch, C. (1993) Context and Culture in Language Teaching. Oxford University
Press, Oxford.
 Littlewood, W. (2004) ‘The task-based approach: some questions and suggestions’,
ELT Journal 58(4), 319-326.
 Long, M. H. (2011). ‘Methodological Principles for Language Teaching’, in M. H. Long,
& C. J. Doughty, The Handbook of Language Teaching (p. ebook). Chichester: Wiley-
Blackwell.
 Marsh, D. (2002) CLIL: The European Dimension-Actions, Trends and Foresight
Potential, European Commission, DG EAC. Donmall, B.: 1985, Language Awareness,
CILT, London
 Willis, J. (1996) A Framework for Tasked-Based Learning. Longman, London.

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