CLIL is an approach to teaching and learning where subjects are taught in a foreign language with dual aims of promoting content learning and language acquisition simultaneously. It involves integrating topics and subjects with a foreign language in a mutually beneficial way to add value to educational outcomes. CLIL uses motivation, effective tasks, flexibility, innovation and cooperation to help students truly acquire new culture and language in a task-based, learning-by-doing approach that stimulates the whole brain and promotes long-term comprehension and active learning.

1. CLIL Definition-D.Marsh
“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”,
1994.
“Any activity in which a foreign language is used as a tool in the
learning of a non-language subjects in which both language and the
subject have a joint role”, 2002.
CLIL Definition-D.Coyle
“CLIL is dynamic, a flexible concept where topics and subjectsforeign language and non-language subject/s – are integrated in
some kind of mutually beneficial way so as to provide valueadded to educational outcomes for the widest possible range of
learners”

2. My definition
CLIL is an intellectual-lexical processing which use motivation,
effective tasks, flexibility, innovation and cooperation to real acquire
the culture.
It means "learning and acquisition of contents" through other
languages, integrated with hi-tech languages! It’s task-based and
learning-by-doing-based, it stimulates in the meantime the whole
brain and mental connections, it activates complete and long-term
comprehension by listening/speaking/reading/writing/doing and it is
the best way to involve students in active learning, to learn to/for
learn, without boring!

3. What weighs more?
content
language

4. Content:
4 C’s
“acquisition” of
knowledge, skills, and
understanding
Cognition:
critical thinking skills to
solve problems and to
reflect to getting better
Culture, community and
Communication : “learn to
use language and use language to
learn”. Team working is very useful
citizenship: learning community
of a class/school to understand
the concept of citizens of the
world (international awareness
and understanding)

5. Extensive Reading
.
Play-mindmap, drawings, interesting stories, illustrations
Perform-role play and voice miming
Simulate-storytelling and problem solving
Appropriate-collaging, mashing
Multitask-notetalking, listening, team working
Distribute Cognition-learning tools
Utilize Collective Intelligence- community of practice
Judgement-critical views
Navigate across mediums
Network-meetings through topics/forum/chat/videolessons
Negotiate
Long Term learning

6. Creating
Evaluating
Analysing
Applying
Understanding
Remembering

7. CLIL potential
Successful Leaners
Confident Individuals
context
Responsible
Citizens
Effective
contributors

8. CLIL beyond
•Revisits effective teaching/learning
•Provides new challenges
•Raises our expectations
•Challenges our learners
•Motivates learners
•Elevates our subject
•Develops different kind of language
•Makes us ask What? How? Why?
•Allows teachers to ‘own’ the process

9. CLIL considerations
 Learning grows through motivation in natural way
 Overall and specific language competence improves
together
 It’s a good preparation for both study and working life
 It allows a diversity of methods and forms of teaching/
learning, suitable for all students
 Task is more important than text level
 It provides Planning Manage with aim, activities and
knowledge (concetps, preocedures, skills and language)
task is more important than text!

10. Learning by CLIL