This document discusses CLIL (Content and Language Integrated Learning) and its benefits for cultural diversity. It defines CLIL as using language to learn non-language content, building intercultural skills. The document outlines several CLIL types including integrated learning and immersion. It provides steps for giving topics from course books a CLIL focus, including finding authentic cultural materials and designing meaningful tasks. Scaffolding tips are suggested to support students during tasks.

1. CLIL and cultural diversity:
a winning combination
Vicky Saumell
Barranquilla, Colombia
October 5th and 6th, 2012

2. What`s culture?
“The set of shared attitudes, values,
goals, and practices that
characterizes an institution,
organization, or group”
Retrieved from Wikipedia
http://farm4.static.flickr.com/3030/2784104897_054121d4d5_o.gif
3 CLIL and cultural diversity l 05/10/2012

3. The twelve aspects of culture for grouping information
when studying countries are:
1. Food 7. Religion
2. Clothing 8. Transportation
3. Recreation 9. Economy
4. Government 10.Environment
5. Education 11.Culture
6. Language 12. Arts
All images courtesy of ELTpics
Read more: http://wiki.answers.com/Q/What_are_the_12_aspects_of_culture#ixzz1gMtBkM36

4. What`s
CLIL?
•Coyle, D., Holmes, B., King, L. (2009) Towards an integrated curriculum –
•CLIL National Statement and Guidelines, The Languages Company

5. CLIL:
• builds intercultural knowledge and understanding
Benefits
of CLIL • develops intercultural communication skills
• improves language competence and oral
communication skills
• develops multilingual interests and attitudes
• provides opportunities to study content through
different perspectives
• diversifies methods and forms of classroom practice
• increases learners' motivation and confidence in
both the language and the subject being taught
Adapted from: http://ec.europa.eu/languages/language-
teaching/content-and-language-integrated-learning_en.htm

6. 4Cs
curriculum
From: Coyle, Do; Hood, Philip; Marsh, David 2010 CLIL: Content and Language
Integrated Learning

7. “Curriculum models for CLIL can vary in
CLIL
types length from a single unit comprising a sequence
of 2-3 lessons to a more sustained experience
through modules lasting half a term or more.
Some schools are developing bilingual sections
where subjects are taught through the medium
of another language for extensive periods.”
•Coyle, D., Holmes, B., King, L. (2009) Towards an integrated curriculum –
•CLIL National Statement and Guidelines, The Languages Company

8. a) 'Integrated' or 'embedded' learning: primary children
CLIL practising/using elements of the TL in a number of different
types contexts during the school week
b) Meanings that matter: choosing engaging, age-
appropriate topics as vehicles for language learning, drawing
on content and/or activities used in other subjects, in some
cases linking with work pupils are doing elsewhere
c) Bilingual or immersion learning: teaching a subject in
a way that involves learning another language, in addition to
pupils having 'normal' language lessons
•Hawkes, R. (2010) CLIL Presentation retrieved from
http://www.rachelhawkes.com/PandT/CLIL/CLIL.php

9. Giving topics from course books a CLIL focus
• Step 1 Select a topic from the course book 1. Food
you are using. You can use the aspects of 2. Clothing
culture as a guide 3. Recreation
4. Government
• Step 2 Find a natural link between the
5. Education
material in the course book and real life
6. Language
• Step 3 Find authentic material that supports 7. Religion
your choice and ideas 8. Transportation
9. Economy
• Step 4 Design a meaningful task to be done 10.Environment
with the authentic material found. 11.Culture
12. Arts
• Step 5 Provide necessary scaffolding during
task

10. Food around the world
Step 2
• What people eat
around the world
• Healthy and unhealthy
food and habits

11. Food around the world
Step 3
What the world eats, photo essay
Link 1
Link 2
Link 3
Around the world
in 80 dishes
Link

12. Educational systems
Step 2
• Educational systems
around the world

13. Educational systems
Step 3
Google search for
“Educational system”

14. Business Travel
Step 1
Step 2
• Social customs
around the world

15. Business Travel
Step 3
Business etiquette
Link 1
Link 2
Link 3

16. Travel Guides
Step 1
Step 2
• Travel guides
or brochures

17. Travel Guides
Step 3

18. Design a meaningful task to be done
Step 4 with the authentic material found.
Suggestions
Food around the world:
Ask students to choose one of the
pictures in the photo essay and do
oral presentations where they
can name the food they see,
analyse healthy and unhealthy
choices, compare with own typical
diet.

19. Design a meaningful task to be done
Step 4 with the authentic material found.
Suggestions
Educational Systems:
Ask students to choose a
country and make posters
comparing that educational
system with their own,
regarding the levels,
subjects, general
organisation, etc.
CLIL and cultural diversity - 05/10/2012
20

20. Design a meaningful task to be done
Step 4 with the authentic material found.
Suggestions
Business Travel:
Ask students to choose a
country and role play
situations in which they
would have to act differently
than in their own culture.
Image source: http://s3.frank.itlab.us/photo-
essays/small/sep_25_2358_greeting.jpg
CLIL and cultural diversity - 05/10/2012
21

21. Design a meaningful task to be done
Step 4 with the authentic material found.
Suggestions
Travel Guides:
Ask students to choose a
country or their own country
(in multicultural settings) and
design a travel brochure
with the main sights and
landmarks
CLIL and cultural diversity - 05/10/2012
22

22. Step 5 Provide necessary scaffolding during task
Suggestions
• Pre-teach necessary vocabulary through pictures,
mindmaps, etc.
• Monitor students` work and provide language/grammar
support as needed, either individually or for the whole
class.
• Organise rehearsals for oral presentations and role plays.
• Suggest ways/strategies to optimise learning and
organisation.
CLIL and cultural diversity - 05/10/2012
23

23. Suggested
reading
http://www.edutopia.org/blog/real-world-projects-news-events-suzie-boss

24. Thank you
My contact details
E-mail: saumell.vicky@gmail.com
Website: http://vickysaumell.blogspot.com/
Twitter: @vickysaumell
References:
• Coyle, D., Holmes, B., King, L. (2009) Towards an integrated curriculum – CLIL
National Statement and Guidelines, The Languages Company
• Coyle, D., Hood, P., Marsh, D. (2010) CLIL: Content and Language Integrated
Learning
• Hawkes, R. (2010) CLIL Presentation retrieved from
http://www.rachelhawkes.com/PandT/CLIL/CLIL.php