This document discusses Content and Language Integrated Learning (CLIL), an educational approach where an additional language is used as the medium of instruction to teach both content and language skills simultaneously. It outlines key aspects of CLIL including the 4Cs framework, strategies to develop literacy, and pedagogical skills training needed for content teachers to effectively implement CLIL. The document also proposes a comprehensive teacher training program and follow up support to help content teachers in Saudi Arabia improve students' language and content learning through CLIL.

1. E N G L I S H A S M E D I U M O F I N S T R U C T I O N
B Y N O N - N A T I V E E N G L I S H S P E A K E R S
T O N O N - N A T I V E E N G L I S H S P E A K E R S
CLIL:
What do content teachers do?

2. Background
 South Africa: teachers and students
Generative change in teachers with intervention
language program
 Saudi Arabia: social and economical changes
More opportunities for women
Language of business
PYP
Language is tool for learning Scientific Subjects
CLIL

3. Content and Language Integrated Learning
 Content and Language Learning (CLIL) dual-focused educational
approach
 Additional language of learners is used for teaching both the content
and language simultaneously in the content classroom. (Eurydice,
2006)
 focus is on teaching both language and content
 CLIL =umbrella term for the similar approach followed world-wide
 Different terms, such as immersion in Swede, bilingual education
in Hungary, integrated education in Spain, multilingual education
in Latvia, language across the curriculum in Austria, language
enriched instruction in Finland ( Eurydice, 2006) and in South
Africa Language of Learning and Teaching (LOLT)
 Each country has own specific education needs, population of
learners, instruction and curricula
 No single blueprint that can be applied in the same way in the
different countries (Coyle, 2007).

4. CLIL: 4 C’s
 Content: understand, skills to practice, and explore
 Communication: language discourse – discuss,
language to learn and learning to use language
 Cognition: develop thinking skills –LOTS & HOTS
Concept formation – abstract and concrete,
understanding, giving feedback and questioning
 Culture: understanding otherness and self within
the community for global citizenship
(Marsh, 2006)

5. Language Triptych
Language of
Learning
Language for
Learning
Language through
Learning
Language
progression:
Language
learning and
language using

6. Why focus on Language in Content Subjects?
 Literacy: to read and write?
 Low levels of literacy (the ability to read and write at a specific age),
and education in general, can impede the economic development of a
country in the current rapidly changing, technology-driven world
(UNESCO, 2012)
 TIMMS results (Mullis et al, 2012) Saudi Arabia performs below the
international benchmark
 United Nations Educational, Scientific, and Cultural Organization
(UNESCO) Institute for Statistics: indicate Youth Literacy in Saudi
Arabia ranked as 147 of 153 countries

7. Literacy
 “the ability to read purposefully with understanding, to read the text,
and to read between the lines. This ability will enable the learner to
exploit the resources around him [or her] to formulate constructive
alternatives” (Dingani in Ball, 2006)
 Literacy includes a broader conception of knowledge and skills, and an
application of skills that requires the learners’ involvement and
personal development (Hansen-Pauly et al, 2009).
 Literacy requirements for adolescents entering the adult world in the
21st century are much higher than before (Meyer, 2013; Williams,
2008) as they will read and write more than at any other time thus far
in human history.
 Multiple literacies such as new literacies involving technology and
different ways of interacting with information (Buchanan, Holmes,
Preston & Shaw, 2012; Chang, 2011; Kamil, 2003; Moje, 2008).

8. How to…?
 CLIL promotes linguistic and communicative
competence (EC, 2005)
 Train content teachers
Research in Math Class:
Language competence, development, participation,
pronunciation
Making language purposeful and vehicle into the
future.

9. Aspects for Literacy Improvement
 Decoding: receptive and productive vocabularies
 Morphology: phonemes, phonics - affixes
 Fluency: exposure to genré of text
 Vocabulary: high frequency words in content and
terminology

10. CLIL Training: Pedagogical Skills
1 Placing equal emphasis on content
learning and language learning
2 Encouraging the use of authentic
materials (e.g. webpages, newspaper)
3 Giving multimodal input (i.e. written/
spoken texts, graphics, statistics, videos)
4 Using various levels of thinking skills
(i.e. LOTS and HOTS)
5 Giving many tasks

11. Pedagogical Skills
6 Making the most of cooperative learning
(e.g. pair work, group work)
7 Providing scaffolding in content and
language
8 Incorporating elements of cross-
cultural understanding and global issues
9 Integrating the four skills
10 Instructing learning skills
11 Assessment of Language within Content

12. CLIL materials development
STEP 1 STEP 2 STEP 3
Content
Communication
Cognition
Community
(Culture)
Worksheets

13. The Road Ahead
 A Comprehensive Training Program for Content
Teachers
Proposed: One week prior to teaching.
Follow-up: Once a week
 Qualitative analysis of students’ performance and
experience