CLIL (Content and Language Integrated Learning) is a dual-focused educational approach that uses a non-native language to teach both content and language. Established by David Marsh in 1994, it aims to enhance linguistic and communicative competence while engaging students in critical thinking and intercultural understanding. Effective CLIL lessons require consideration of prior knowledge, input/output dynamics, cognitive challenges, and collaboration, with a focus on content guiding language learning.

2. WHAT IS CLIL?
 It a dual-focused educational approach in which
an additional language is used for the learning
and teaching of both content and language.
 It means learning a NEW subject matter through
the medium of a non-native language
 Term adopted in 1994 by David Marsh.

3. Why CLIL?
 Impact of globalization
 Insufficient hours of language teaching
 Interest in looking at how language teaching could be done while students
were learning OTHER SUBJECTS.
 Need for better linguistic and communicative competence, relevant
methodologies and higher levels of AUTHENTICITY to increase learner’s
MOTIVATION.
 Real communication (communicative competence)
 Accelerates learning
 Primacy of meaning over form

4. ROLE OF THE TEACHER

5. THE BASIC PRINCIPLE IS…
LEARNS AS YOU USE,
USE AS YOU LEARN AND
NOT LEARN NOW FOR
USE LATER

6. ITS GOALS…
 Develop intercultural communication skills
 Prepare for internationalisation
 Provide opportunities to study content
through different prespectives
 Access subject-specific target language

8. CONTENT
 SUBJECT MATTER

9. COMMUNICATION
 Refers to students using the target language to
communicate their thoughts, opinions, attitudes
and discoveries related to the lesson content.
THE AIM IS TO PRODUCE AUTHENTIC
LANGUAGE, NOT TO MEMORIZE
GRAMMAR RULES

10. COGNITION
 Refers to the critical thinking skills that
students use to engage with and understand
course content, to solve problems, and to
reflect on their learning

11. CULTURE
 Refers to the learning community of a class
and school and more broadly to local and
global cultures.
 Students are encouraged to understand
themselves as citizens of the world and
understand both their own culture and
other cultures.

12. LANGUAGE TRIPTYCH

13. THREE INTERRELATED TYPES OF
LANGUAGE
 L of learning: content obligatory language related to the
subject theme or topic
 L for learning: language needed to opérate in foreign
language environment (for pair/ gropu work, asking
questions, debating, etc)
 L through learning: new language that cannto be planned.
This emerging language needs to be captured, recycled
and developed so that it becomes a part of a learner’s
vocabulary.

14. CONSIDERATIONS WHEN PLANNING A CLIL
LESSON
 ACTIVATING PRIOR KNOWLEDGE
 INPUT (TEACHER) AND OUTPUT (LEARNER)
 WAIT TIME – LET STS THINK!
 COGNITIVE CHALLENGE – MAKE THEM AWARE!
 COLLABORATIVE TASKS
 MATERIALS AND RESOURCES
 CROSS CURRICULAR LINKS (The Human Body - Food and Health Living Things
-Life Cycles -Materials and Properties: Changing Materials -Physical Processes -Forces
and Motion- Light and Sound- Environmental and Global Issues -Weather and Water)

15. CONTENT FIRST!!!
CURRICULAR CONTENT LEADS
LANGUAGE LEARNING
IT DEPENDS ON THE CONTEXT
OF THE LEARNING INSTITUTION