CLIL refers to using a non-native language as the medium of instruction to teach non-language content. It benefits learners by providing a natural context for language development that enhances motivation. The underlying principles of CLIL are using language to learn while learning language (communication), developing thinking skills linked to concept formation and language (cognition), and exposure to different cultural perspectives (culture). CLIL lessons focus on content progression while developing communication, cognition, and culture.

1. CLIL
Content and Language
Integrated Learning
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2. Common Questions
 What is CLIL?
 How does CLIL benefit learners?
 What are the underlying principles of
CLIL?
 What’s different about CLIL lessons?
 How do I become a CLIL teacher?
 Are there any available resources?
 Where can I find out more?
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3. What is CLIL?
 CLIL refers to any educational context in
which an additional language, not the
first language of the learners, is used as a
medium in the teaching and learning of
non-language content. Derived from the
notion of ‘Language Across the
Curriculum’
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4. Why CLIL?
 Successful language learning can be achieved
when people have the opportunity to experience
real-life situations in which they can acquire the
language.
 CLIL is a more natural situation for language
development which builds on other forms of
learning. This natural use of language can
enhance a learner’s motivation towards learning
languages. This naturalness is crucial for CLIL’s
importance and success in relation to both
language and other subject learning.
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5. Research Foundations
 It takes 5-7 years for students in a quality bilingual
program to become academically proficient in English.
 Language acquisition is not a linear process; it is
cyclical and recursive.
 Learners acquire best when they create, discover and
construct their own meanings.
 Language is a means not an end, and when learners are
interested in a topic, they will be motivated to acquire
language to communicate.
 Semantic fluency precedes grammatical accuracy and
errors are a natural part of language learning.
 Learners develop fluency in English by using English to
communicate for a variety of purposes.
 Reading is essential for developing academic English
skills.
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6. CLIL Principles
 CONTENT
Progression in knowledge, skills and understanding
related to specific elements of a defined curriculum.
 COMMUNICATION
Using language to learn - whilst learning to use
language.
 COGNITION
Developing thinking skills which link concept
formation, understanding and language
 CULTURE
Exposure to alternative perspectives and shared
understandings.
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7. Further Information
 The CLIL Compendium
www.clilcompendium.com
 Euroclic
www.euroclic.net
 Translanguage in Europe
www.tieclil.org
 UK National Centre for languages
www.cilt.org.uk
 NILE
www.nile-elt.com
 FACT
www.factworld.info/uk
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