This document discusses Content and Language Integrated Learning (CLIL), a method of teaching subjects in a foreign language to support both content learning and language acquisition. It proposes using FreeMind mapping software to connect students from different countries in collaborative storytelling projects. This could increase student motivation in CLIL classrooms while also promoting intercultural awareness and language skills like fluency. Possible research questions are posed around measuring the impact of this approach on motivation, cultural understanding, and language development.

1. CLIL AND ETWINNING
FreeMind Mapping Stories

2. CLIL (Content Language Integrated Learning)
A controversial definition.
“CLIL refers to situations where subjects, or parts of subjects, are
taught through a foreign language with dual-focused aims, namely
the learning of content, and the simultaneous learning of a foreign
language.”
(Marsh, 2002)

3. Very significant level of positive scores on the CLIL
students’ tests and performances (Ball & Lindsay,
2010; Lorenzo et. al, 2009)
Moot points such us the influence of time of exposure
or the starting level of FL of students enrolling CLIL
programmes (Burton, 2010)

4. CLIL is nowadays considered a revolutionary learner-
centered approach that enhances the student’s
motivation (Marsh, 2002; Coyle, 2008; Ting, 2010)
But how can the practicioners (teachers) contribute to
the originality of the material design in order to
achieve L2 student’s motivation within the CLIL frame?

5. Computer Assited Language Learning (CALL) seems
to share pedagogical roots and implications with CLIL
(Fernández Fontecha, 2007) which indicates the
possibility of applying this two methodologies together
to stretch their benefits through the use of activities
that promote collaborative learning. We are not talking
about the student using the computer in just one
directional learning affair, (Dooly, 2008) rather
computer student

6. Using the network as a tool that connects students
from different countries cutting geographical
distances.

7. ETwinning is the Community for schools in Europe.
Teachers from all participating European countries can
register and use the eTwinning online tools.
FreeMind Mapping = A free software that helps
students creating collaborative stories, connecting
ideas and if desired, presenting them in public.

8. Why choosing FreeMind Mapping?

9. One of the proposed Marsh, Maljers & Hartiala's
dimensions for the implementation of CLIL (as cited
in Ruiz de Zarobe, 2010) is the “culture dimension”.
This concept explores the building of intercultural
knowledge and understanding.

10. MOTIVATION
CLIL
ETWINNING
CALL

11. POSSIBLE RESEARCH QUESTIONS
MOTIVATION
Does the collaborative story project increases motivation in the
CLIL classroom? (Questionnaires)
INTERCULTURAL AWARENESS
Do CLIL students’s reflection on cultural aspects benefit from
this exercise?
LANGUAGE COMPETENCES & USE
Do student's spoken discourse benefit from this activity?
(Measure= Fluency)

12. THANK YOU VERY MUCH
FOR YOUR ATTENTION

13. REFERENCES
Ball, P. and Lindsay, D. (2010). Teacher training for CLIL in the Basque Country: The case of the
Ikastolas in search of parametres. In Lasagabaster, D. & Ruiz de Zarobe, Y. (eds.) CLIL in Spain:
Implementation, results and teacher training (150-187). Newcastle upon Tyne: Cambridge Schoolars
Publishing.
Bruton, A. (2011) “Are the differences between CLIL and non-CLIL groups in Andalusia due to CLIL? A
reply to Lorenzo, Casal and Moore (2010)” Applied Linguistics (2011: 32/2 :236-241).
Coyle, D., “Foreword”. In Ruiz de Zarobe, Y. & Lasagabaster, D. (eds.) CLIL in Spain. Implementation,
Results and Teacher Training. Newcastle upon Tyne: Cambridge Scholars, 2010.
Coyle, D. (2008). Along the continuum- An exploration of integrating language and content learning in
England. In Dooly, M. & Eastment, D. (eds.) “How we're going about it”: Teachers' Voices on Innovative
approaches to teaching and learning languages (139-151). Newcastle upon Tyne: Cambridge Schoolars
Publishing.

14. Coyle, D., “Foreword”. In Ruiz de Zarobe, Y. & Lasagabaster, D. 2010. (eds.) CLIL in Spain.
Implementation, Results and Teacher Training. Newcastle upon Tyne: Cambridge Scholars.
Eurydice European Unit. 2006. Content and Language Integrated Learning (CLIL) at School in Europe.
Brussels.
Fernández Fontecha, A. (2007). The design of ICT materials for L2 teaching :state of the art.
Interlingüística, 17 (333-344).
Lorenzo, F. , Casal, S. & Moore, P. (2010).“ The Effects of Content and Language Integrated leraning: Key
Findings from the Andalusian Bilingual Sections Evaluation Project”. Applied Linguistics. 31(3), (418-442).
Marsh et al, Project D3-CLIL Matrix, 2005. archive.ecml.at/mtp2/CLILmatrix/ Last retreived 12th December.
Oxford, R.L and Shearin, J. (1996). Language learning motivation in a new key. In Oxford, R.L (ed.), Language
learning motivation: Pathways to the new century (120-144) Honolulu : University of Hawai'i Press.
Ruiz de Zarobe, Y. 2008. “CLIL and Foreign Language Learning: A Longitudinal Study in the Basque Country”.
International CLIL Research Journal, 1(1), (60-74).
Ting, T. 2010. “CLIL Appeals to How the Brain Likes Its Information: Examples From CLIL
(Neuro)Science” International CLIL Research Journal,1(3). Last retrieved 11th Dec.