1. CLIL: Dealing with
communication
ATFP - Eines i estratègies
metodològiques per impartir anglès en
els cicles formatius d’FP
Module 2: Content and Language Integrated Learning

2. LANGUAGE TEACHING…
CLIL is not simply translating into the TL
what we do in L1.
In CLIL settings, language learning includes
language using, developing
communicative skills : listening, speaking,
reading, writing and interaction, depending
on the resultat d’aprenentatge established in
the curriculum.

3. …or LANGUAGE LEARNING?
In CLIL settings, learners usually have
different levels of cognitive
competence and linguistic
competence.
Therefore, teachers need to plan
language carefully, analising what
type of language learners are going to
use and eventually learn.

4. COMMUNICATION
The language triptych (Coyle, 2002)
could help teachers carefully plan the
language. This language comes from
the subject content and should be
determined according to the job profile.
It should help teachers integrate
demanding content learning with
language using and learning.

5. COMMUNICATION
Language
of
learning
CLIL linguistic
Progression
Language
for
learning
Language learning
and language using
Language
through
learning
Ref: Coyle, Hood, Marsh (2010). CLIL. Cambridge University Press.

6. Language of learning
Language needed for learners to access basic
concepts and skills related to the content.
- Key vocabulary, grammar structures and
functional language for specific subjects.
Ex. Shareholders, employees, interest
If interest fell, savers would be affected.
Language for predicting.

7. Language for learning
Language needed to operate in a foreign
language environment. Related to the
completion of activities.
- Language related to pair work, asking
questions, debating, drawing conclusions,
etc.
Ex. From my point of view, Who is next?, I think that,
This is what we should do now, Do you need
anyone else in your group?

8. Language through learning
Language that emerges during the
learning process. Capturing language as
it is needed by individual learners during
the learning process.
- Vocabulary and structures
It cannot be predicted in advanced! The
use of diccionaries is essential.

9. COMMUNICATION
ning s
Plan ation
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i
When planning activities, teachers should
think ahead what language of learning
and language for learning students
should understand and produce.
Then, provide students with scaffolding in
order to help them to learn the content and
develop high order thinking skills and
intercultural awareness.

10. COMMUNICATION
ning s
Plan ation
ic
mpl
i
When planning activities, teachers should
think ahead what language of learning
and language for learning students
should understand and produce.
Then, provide students with scaffolding in
order to help them to learn the content and
develop high order thinking skills and
intercultural awareness.