SlideShare a Scribd company logo
CLIL Essentials
    (Content and
     Language
Integrated Learning)


        Empowerment program
What is CLIL?
• An umbrella term covering a dozen of
  educational approaches (immersion, bilingual
  education, multilingual education, language
  showers, bains linguistiques...)

• A continuum of educational approaches devoted
  to two main components – language and content

• CLIL is referred to as dual-focused education as
  lessons have two main aims, one related to
  particular subject or topic and one linked to
  language. (The British Council page)

• Neither ‘translation’ of first language teaching into
  another language, nor ‘disguised’ systematic
  grammar.
Is it CLIL or not CLIL?
 • Bilingual teaching
 • Immersion
 • LSP/ESP (Language/English for
   Specific Purposes)
 • Academic language teaching
 • International Baccalaureate
 • …
CLIL-Classroom principles
• Language is used to learn as well as to
  communicate
• It is the subject matter which
  determines the language needed to
  learn
• Subject is taught in simple easily
  comprehensible ways, using diagrams,
  illustrations, graphs, highlighted terms
• Language – subject based vocabulary,
  texts and discussions. If needed, L1 can
  be used
A successful CLIL lesson should
   combine elements of the following
               (the 4Cs):
• Content - Progression in knowledge, skills and
  understanding related to specific elements of a
  defined curriculum. (It should not repeat the
  content learnt in other lessons!)
• Communication – Using language to learn and
  learning to use language. Language does not
  follow the grammatical progression found in
  language-learning settings
• Cognition-Developing thinking skills which link
  concept formation (abstract and concrete),
  understanding and language
• Culture- understanding of otherness and self,
  deepened feelings of community and global
  citizenship
Conceptual map for understanding
   CLIL: holistic, symbiotic view
    (developed by Do Coyle)
            context




                                                                        context
                                             cu
                         e




                                         co

                                               ltu
                     tur


                                    t
                                t en


                                            m

                                                  r
                  cul




                                                e
                                             mu
                             con




                                                  nic
                                                      ati
                                                         on
                                 cognition
  context




                                   culture

                                                              context
Language Triptych
Three interrelated types of
            language
• L of learning – content obligatory
  language related to the subject theme
  or topic
• L for learning – language needed to
  operate in foreign language
  environment (for pair/ group work,
  asking questions, debating, etc.)
• L through learning- new language that
  cannot be planned. This emerging
  language needs to be captured,
  recycled and developed so that it
  becomes a part of a learner’s repertoire
Lexical rather than
   grammatical approach
• Language that has real purpose and
  is dictated by the context of the
  subject
• Attention to collocations, semi-fixed
  expressions, set phrases and subject
  specific and academic vocabulary
• Chunks of language that can be
  picked up and used immediately
• There is no grading for language!
• Learners are not afraid to make
  mistakes
• Learner styles are taken into account
Benefits of CLIL
• The whole that is greater than the sum of the
  parts (synergy effect)
• Accelerates learning
• Is authentic
• Nurtures a feel good (fun!) and can do
  attitude
• Fires the brain up, fires the neurons,
  rejuvenates teaching
• Serves as a platform for ultimate students’
  interest in other languages and cultures
• Gives feelings of professional satisfaction and
   cooperation to teachers
• Parents are for it
• Beneficial for the school
Discouraging factors/
          limitations
• CLIL is complex
• There is no single model for CLIL – the
  context is to be taken into account
• Who is to teach CLIL (language or subject
  teachers), and how to combine both?
• New concepts are always difficult to accept
• Threat to the native language, if any? Do
  academic language and terminology
  develop?
• Insufficient understanding of content through
  the medium of foreign language
• CLIL methodology and assessment are not
  clear – teachers have to be supported
• Teacher overload, shortage of materials
Current ELT interest in
         CLIL
• CLIL programs are becoming
  common place in numerous
  countries in Europe (Austria,
  Finland, Spain (all subjects in
  Basque country), the
  Netherlands)

• Language teachers help subject
  teachers. The aim is to have
  subject teachers teaching CLIL
  by themselves.
Topics to be Covered

Water:
•   Pollution of the Baltic Sea
•   Stabilization of sand dunes
•   Rising sea levels
•   Seaside littering
•   Recession of beaches
•   Oil platforms in the Baltic Sea
•   Coastal erosion & coastal defenses
•   Saving flora & fauna of the Baltic Sea
•   Pollution of rivers
•   Surface water quality
•   Sunken ships at the coast of Denmark
What is Ecology to do with CLIL?


In CLIL, language learning is based on
  characteristics of ecology, i.e. it is
  holistic, interactive, dynamic, non-
  linear, complex, unpredictable, and
  situated in a certain context.
For this, the teacher needs
  creativity, initiative , and effort.



SO LET’S GO GREEN IN TEACHING!
List of References

•   Coyle, D., Hood, P. and D. Marsh 2010. CLIL Content and
    Language integrated Learning. CUP
•   Integruotas dalyko ir užsienio kalbos mokymas. Lietuvos
    Respublikos Švietimo ir mokslo ministerija, Vilnius, 2007
•   Ceruti, M. A. On Solid Ground. Matching Practice and Theory
    in a CLIL Perspective. Studies about Languages 16/2010
•   Järvinen, H. M. What is Ecology to do with CLIL? An
    Ecological Approach in CLIL. International CLIL Research
    Journal 2009
•   Lasagabaster D. and Sierra J. M. Language Attitudes in CLIL
    and Traditional ELF Classes. International CLIL Research
    Journal 1/2009
•   Janulienė A. On the Use of CLIL at Lithuanian Schools.
    Verbum 2010

More Related Content

What's hot

Applied linguistics: overview
Applied linguistics: overviewApplied linguistics: overview
Applied linguistics: overview
Asma Almashad
 
Applied linguisticss
Applied linguisticssApplied linguisticss
Applied linguisticss
Aprian0704
 
Applied linguistics
Applied linguisticsApplied linguistics
Applied linguistics
Jordán Masías
 
A taste of applied linguistics
A taste of applied linguisticsA taste of applied linguistics
A taste of applied linguistics
Sungwoo Kim
 
Clil
ClilClil
Fourth generation of applied linguistics
Fourth generation of applied linguisticsFourth generation of applied linguistics
Fourth generation of applied linguistics
Michael Caesar Tubal
 
Week 1
Week 1Week 1
An over view of applied linguistics
An over view of applied linguisticsAn over view of applied linguistics
An over view of applied linguistics
Raul Vargas
 
Vg2012jl
Vg2012jlVg2012jl
Vg2012jl
Arnau Cerdà
 
What is Applied Linguistics?
What is Applied Linguistics?What is Applied Linguistics?
What is Applied Linguistics?
Shajaira Lopez
 
The Nature and Structure of Langauge
The Nature and Structure of LangaugeThe Nature and Structure of Langauge
The Nature and Structure of Langauge
Jovy Elimanao - Mihm
 
Week 5
Week 5Week 5
Week 3 4
Week 3 4Week 3 4
Week 3 4
Sreenivasa Rao
 
History of applied linguistic
History of applied linguisticHistory of applied linguistic
History of applied linguistic
ethan Lim
 
Applied linguistics hmwk
Applied linguistics hmwkApplied linguistics hmwk
Applied linguistics hmwk
Lorenelly Cervera Orrantia
 
Applied Linguistics: an emerging discipline for twenty first century.
Applied Linguistics: an emerging discipline for twenty first century.Applied Linguistics: an emerging discipline for twenty first century.
Applied Linguistics: an emerging discipline for twenty first century.
edac4co
 
Applied linguistics
Applied linguisticsApplied linguistics
Applied linguistics
Johanna Villanueva
 
The History of Language Teaching
The History of Language Teaching The History of Language Teaching
The History of Language Teaching
hoopy103
 
Co-Constructing Representations of Culture in ESL and EFL Classrooms: Discurs...
Co-Constructing Representations of Culture in ESL and EFL Classrooms: Discurs...Co-Constructing Representations of Culture in ESL and EFL Classrooms: Discurs...
Co-Constructing Representations of Culture in ESL and EFL Classrooms: Discurs...
Samira Rahmdel
 
An overview of applied linguistics
An overview of applied linguisticsAn overview of applied linguistics
An overview of applied linguistics
Alicia Ruiz
 

What's hot (20)

Applied linguistics: overview
Applied linguistics: overviewApplied linguistics: overview
Applied linguistics: overview
 
Applied linguisticss
Applied linguisticssApplied linguisticss
Applied linguisticss
 
Applied linguistics
Applied linguisticsApplied linguistics
Applied linguistics
 
A taste of applied linguistics
A taste of applied linguisticsA taste of applied linguistics
A taste of applied linguistics
 
Clil
ClilClil
Clil
 
Fourth generation of applied linguistics
Fourth generation of applied linguisticsFourth generation of applied linguistics
Fourth generation of applied linguistics
 
Week 1
Week 1Week 1
Week 1
 
An over view of applied linguistics
An over view of applied linguisticsAn over view of applied linguistics
An over view of applied linguistics
 
Vg2012jl
Vg2012jlVg2012jl
Vg2012jl
 
What is Applied Linguistics?
What is Applied Linguistics?What is Applied Linguistics?
What is Applied Linguistics?
 
The Nature and Structure of Langauge
The Nature and Structure of LangaugeThe Nature and Structure of Langauge
The Nature and Structure of Langauge
 
Week 5
Week 5Week 5
Week 5
 
Week 3 4
Week 3 4Week 3 4
Week 3 4
 
History of applied linguistic
History of applied linguisticHistory of applied linguistic
History of applied linguistic
 
Applied linguistics hmwk
Applied linguistics hmwkApplied linguistics hmwk
Applied linguistics hmwk
 
Applied Linguistics: an emerging discipline for twenty first century.
Applied Linguistics: an emerging discipline for twenty first century.Applied Linguistics: an emerging discipline for twenty first century.
Applied Linguistics: an emerging discipline for twenty first century.
 
Applied linguistics
Applied linguisticsApplied linguistics
Applied linguistics
 
The History of Language Teaching
The History of Language Teaching The History of Language Teaching
The History of Language Teaching
 
Co-Constructing Representations of Culture in ESL and EFL Classrooms: Discurs...
Co-Constructing Representations of Culture in ESL and EFL Classrooms: Discurs...Co-Constructing Representations of Culture in ESL and EFL Classrooms: Discurs...
Co-Constructing Representations of Culture in ESL and EFL Classrooms: Discurs...
 
An overview of applied linguistics
An overview of applied linguisticsAn overview of applied linguistics
An overview of applied linguistics
 

Similar to Session 6

Clil presentation
Clil presentationClil presentation
Clil presentation
Paulius Seras
 
Theoretical CLIL Framework
Theoretical CLIL FrameworkTheoretical CLIL Framework
Theoretical CLIL Framework
gorettiblanch
 
CLIL
CLILCLIL
Curricular planning
Curricular planningCurricular planning
Curricular planning
Jefferson Villa
 
Ppp20
Ppp20Ppp20
The 4Cs Of CLIL - Module 1
The 4Cs Of CLIL - Module 1The 4Cs Of CLIL - Module 1
The 4Cs Of CLIL - Module 1
Acle Page
 
The Real Issue: An Overview of CLIL
The Real Issue: An Overview of CLILThe Real Issue: An Overview of CLIL
The Real Issue: An Overview of CLIL
Susan Hillyard
 
LAC-I Unit with Syllabus.pptx
LAC-I Unit with Syllabus.pptxLAC-I Unit with Syllabus.pptx
LAC-I Unit with Syllabus.pptx
Vel Velu
 
4cs session
4cs session4cs session
4cs session
ydgs20
 
Curriculum and Syllabus
Curriculum and Syllabus Curriculum and Syllabus
Curriculum and Syllabus
Jovy Elimanao - Mihm
 
Luis ortega conference
Luis ortega conferenceLuis ortega conference
Luis ortega conference
laortega
 
English Language Teaching Materials and Learners’ Cultural Identity
English Language Teaching Materials and Learners’ Cultural Identity English Language Teaching Materials and Learners’ Cultural Identity
English Language Teaching Materials and Learners’ Cultural Identity
Samaneh Shafeie
 
Ncf 2005 and_teaching_at_elementary_level-1
Ncf 2005 and_teaching_at_elementary_level-1Ncf 2005 and_teaching_at_elementary_level-1
Ncf 2005 and_teaching_at_elementary_level-1
Madhu Jha
 
Implementingclilprogrammes
ImplementingclilprogrammesImplementingclilprogrammes
Implementingclilprogrammes
calberteduxuntaes
 
An analysis of cultural contents ... work-in-progress-seminar
An analysis of cultural contents ...  work-in-progress-seminarAn analysis of cultural contents ...  work-in-progress-seminar
An analysis of cultural contents ... work-in-progress-seminar
iwanmunandar2014
 
Clil course for eTwinning Learning Event Screpanti
Clil course for eTwinning Learning Event ScrepantiClil course for eTwinning Learning Event Screpanti
Clil course for eTwinning Learning Event Screpanti
Marina Screpanti
 
Click on e clil c1-introduction to clil
Click on e clil c1-introduction to clilClick on e clil c1-introduction to clil
Click on e clil c1-introduction to clil
Melinda Nagy
 
The 4Cs Of CLIL - Module 1
The 4Cs Of CLIL - Module 1The 4Cs Of CLIL - Module 1
The 4Cs Of CLIL - Module 1
Acle Page
 
Teaching ESP implementing CLIL and CALL
Teaching ESP implementing CLIL and CALLTeaching ESP implementing CLIL and CALL
Teaching ESP implementing CLIL and CALL
Katja Andritsaki
 
Teaching English in the K to 12
Teaching English in the K to 12Teaching English in the K to 12
Teaching English in the K to 12
Carlo Magno
 

Similar to Session 6 (20)

Clil presentation
Clil presentationClil presentation
Clil presentation
 
Theoretical CLIL Framework
Theoretical CLIL FrameworkTheoretical CLIL Framework
Theoretical CLIL Framework
 
CLIL
CLILCLIL
CLIL
 
Curricular planning
Curricular planningCurricular planning
Curricular planning
 
Ppp20
Ppp20Ppp20
Ppp20
 
The 4Cs Of CLIL - Module 1
The 4Cs Of CLIL - Module 1The 4Cs Of CLIL - Module 1
The 4Cs Of CLIL - Module 1
 
The Real Issue: An Overview of CLIL
The Real Issue: An Overview of CLILThe Real Issue: An Overview of CLIL
The Real Issue: An Overview of CLIL
 
LAC-I Unit with Syllabus.pptx
LAC-I Unit with Syllabus.pptxLAC-I Unit with Syllabus.pptx
LAC-I Unit with Syllabus.pptx
 
4cs session
4cs session4cs session
4cs session
 
Curriculum and Syllabus
Curriculum and Syllabus Curriculum and Syllabus
Curriculum and Syllabus
 
Luis ortega conference
Luis ortega conferenceLuis ortega conference
Luis ortega conference
 
English Language Teaching Materials and Learners’ Cultural Identity
English Language Teaching Materials and Learners’ Cultural Identity English Language Teaching Materials and Learners’ Cultural Identity
English Language Teaching Materials and Learners’ Cultural Identity
 
Ncf 2005 and_teaching_at_elementary_level-1
Ncf 2005 and_teaching_at_elementary_level-1Ncf 2005 and_teaching_at_elementary_level-1
Ncf 2005 and_teaching_at_elementary_level-1
 
Implementingclilprogrammes
ImplementingclilprogrammesImplementingclilprogrammes
Implementingclilprogrammes
 
An analysis of cultural contents ... work-in-progress-seminar
An analysis of cultural contents ...  work-in-progress-seminarAn analysis of cultural contents ...  work-in-progress-seminar
An analysis of cultural contents ... work-in-progress-seminar
 
Clil course for eTwinning Learning Event Screpanti
Clil course for eTwinning Learning Event ScrepantiClil course for eTwinning Learning Event Screpanti
Clil course for eTwinning Learning Event Screpanti
 
Click on e clil c1-introduction to clil
Click on e clil c1-introduction to clilClick on e clil c1-introduction to clil
Click on e clil c1-introduction to clil
 
The 4Cs Of CLIL - Module 1
The 4Cs Of CLIL - Module 1The 4Cs Of CLIL - Module 1
The 4Cs Of CLIL - Module 1
 
Teaching ESP implementing CLIL and CALL
Teaching ESP implementing CLIL and CALLTeaching ESP implementing CLIL and CALL
Teaching ESP implementing CLIL and CALL
 
Teaching English in the K to 12
Teaching English in the K to 12Teaching English in the K to 12
Teaching English in the K to 12
 

More from ydgs20

The future of learning blended learning
The future of learning blended learning The future of learning blended learning
The future of learning blended learning
ydgs20
 
Session 2 2
Session 2 2Session 2 2
Session 2 2
ydgs20
 
Getting ready to use clil
Getting ready  to use clilGetting ready  to use clil
Getting ready to use clil
ydgs20
 
Racism
RacismRacism
Racism
ydgs20
 
Session 7
Session 7Session 7
Session 7
ydgs20
 
Lesson planning
Lesson planningLesson planning
Lesson planning
ydgs20
 
Team teaching. collaborative teaching
Team teaching. collaborative teachingTeam teaching. collaborative teaching
Team teaching. collaborative teaching
ydgs20
 
1st session bilingualism
1st session bilingualism1st session bilingualism
1st session bilingualism
ydgs20
 
Team teaching session 1
Team teaching session 1Team teaching session 1
Team teaching session 1
ydgs20
 

More from ydgs20 (9)

The future of learning blended learning
The future of learning blended learning The future of learning blended learning
The future of learning blended learning
 
Session 2 2
Session 2 2Session 2 2
Session 2 2
 
Getting ready to use clil
Getting ready  to use clilGetting ready  to use clil
Getting ready to use clil
 
Racism
RacismRacism
Racism
 
Session 7
Session 7Session 7
Session 7
 
Lesson planning
Lesson planningLesson planning
Lesson planning
 
Team teaching. collaborative teaching
Team teaching. collaborative teachingTeam teaching. collaborative teaching
Team teaching. collaborative teaching
 
1st session bilingualism
1st session bilingualism1st session bilingualism
1st session bilingualism
 
Team teaching session 1
Team teaching session 1Team teaching session 1
Team teaching session 1
 

Recently uploaded

How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17
Celine George
 
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Diana Rendina
 
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdfANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
Priyankaranawat4
 
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingYour Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Excellence Foundation for South Sudan
 
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Nguyen Thanh Tu Collection
 
Wound healing PPT
Wound healing PPTWound healing PPT
Wound healing PPT
Jyoti Chand
 
Advanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docxAdvanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docx
adhitya5119
 
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movieFilm vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Nicholas Montgomery
 
The History of Stoke Newington Street Names
The History of Stoke Newington Street NamesThe History of Stoke Newington Street Names
The History of Stoke Newington Street Names
History of Stoke Newington
 
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdfWalmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
TechSoup
 
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPLAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
RAHUL
 
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skillsspot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
haiqairshad
 
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdfবাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
eBook.com.bd (প্রয়োজনীয় বাংলা বই)
 
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
PECB
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
imrankhan141184
 
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptxPrésentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
siemaillard
 
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Nguyen Thanh Tu Collection
 
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching AptitudeUGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
S. Raj Kumar
 
PIMS Job Advertisement 2024.pdf Islamabad
PIMS Job Advertisement 2024.pdf IslamabadPIMS Job Advertisement 2024.pdf Islamabad
PIMS Job Advertisement 2024.pdf Islamabad
AyyanKhan40
 
clinical examination of hip joint (1).pdf
clinical examination of hip joint (1).pdfclinical examination of hip joint (1).pdf
clinical examination of hip joint (1).pdf
Priyankaranawat4
 

Recently uploaded (20)

How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17
 
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
 
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdfANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
 
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingYour Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
 
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
 
Wound healing PPT
Wound healing PPTWound healing PPT
Wound healing PPT
 
Advanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docxAdvanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docx
 
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movieFilm vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
 
The History of Stoke Newington Street Names
The History of Stoke Newington Street NamesThe History of Stoke Newington Street Names
The History of Stoke Newington Street Names
 
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdfWalmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
 
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPLAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
 
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skillsspot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
 
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdfবাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
 
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
 
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptxPrésentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
 
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
 
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching AptitudeUGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
 
PIMS Job Advertisement 2024.pdf Islamabad
PIMS Job Advertisement 2024.pdf IslamabadPIMS Job Advertisement 2024.pdf Islamabad
PIMS Job Advertisement 2024.pdf Islamabad
 
clinical examination of hip joint (1).pdf
clinical examination of hip joint (1).pdfclinical examination of hip joint (1).pdf
clinical examination of hip joint (1).pdf
 

Session 6

  • 1. CLIL Essentials (Content and Language Integrated Learning) Empowerment program
  • 2. What is CLIL? • An umbrella term covering a dozen of educational approaches (immersion, bilingual education, multilingual education, language showers, bains linguistiques...) • A continuum of educational approaches devoted to two main components – language and content • CLIL is referred to as dual-focused education as lessons have two main aims, one related to particular subject or topic and one linked to language. (The British Council page) • Neither ‘translation’ of first language teaching into another language, nor ‘disguised’ systematic grammar.
  • 3. Is it CLIL or not CLIL? • Bilingual teaching • Immersion • LSP/ESP (Language/English for Specific Purposes) • Academic language teaching • International Baccalaureate • …
  • 4. CLIL-Classroom principles • Language is used to learn as well as to communicate • It is the subject matter which determines the language needed to learn • Subject is taught in simple easily comprehensible ways, using diagrams, illustrations, graphs, highlighted terms • Language – subject based vocabulary, texts and discussions. If needed, L1 can be used
  • 5. A successful CLIL lesson should combine elements of the following (the 4Cs): • Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. (It should not repeat the content learnt in other lessons!) • Communication – Using language to learn and learning to use language. Language does not follow the grammatical progression found in language-learning settings • Cognition-Developing thinking skills which link concept formation (abstract and concrete), understanding and language • Culture- understanding of otherness and self, deepened feelings of community and global citizenship
  • 6. Conceptual map for understanding CLIL: holistic, symbiotic view (developed by Do Coyle) context context cu e co ltu tur t t en m r cul e mu con nic ati on cognition context culture context
  • 8. Three interrelated types of language • L of learning – content obligatory language related to the subject theme or topic • L for learning – language needed to operate in foreign language environment (for pair/ group work, asking questions, debating, etc.) • L through learning- new language that cannot be planned. This emerging language needs to be captured, recycled and developed so that it becomes a part of a learner’s repertoire
  • 9. Lexical rather than grammatical approach • Language that has real purpose and is dictated by the context of the subject • Attention to collocations, semi-fixed expressions, set phrases and subject specific and academic vocabulary • Chunks of language that can be picked up and used immediately • There is no grading for language! • Learners are not afraid to make mistakes • Learner styles are taken into account
  • 10. Benefits of CLIL • The whole that is greater than the sum of the parts (synergy effect) • Accelerates learning • Is authentic • Nurtures a feel good (fun!) and can do attitude • Fires the brain up, fires the neurons, rejuvenates teaching • Serves as a platform for ultimate students’ interest in other languages and cultures • Gives feelings of professional satisfaction and cooperation to teachers • Parents are for it • Beneficial for the school
  • 11. Discouraging factors/ limitations • CLIL is complex • There is no single model for CLIL – the context is to be taken into account • Who is to teach CLIL (language or subject teachers), and how to combine both? • New concepts are always difficult to accept • Threat to the native language, if any? Do academic language and terminology develop? • Insufficient understanding of content through the medium of foreign language • CLIL methodology and assessment are not clear – teachers have to be supported • Teacher overload, shortage of materials
  • 12. Current ELT interest in CLIL • CLIL programs are becoming common place in numerous countries in Europe (Austria, Finland, Spain (all subjects in Basque country), the Netherlands) • Language teachers help subject teachers. The aim is to have subject teachers teaching CLIL by themselves.
  • 13. Topics to be Covered Water: • Pollution of the Baltic Sea • Stabilization of sand dunes • Rising sea levels • Seaside littering • Recession of beaches • Oil platforms in the Baltic Sea • Coastal erosion & coastal defenses • Saving flora & fauna of the Baltic Sea • Pollution of rivers • Surface water quality • Sunken ships at the coast of Denmark
  • 14. What is Ecology to do with CLIL? In CLIL, language learning is based on characteristics of ecology, i.e. it is holistic, interactive, dynamic, non- linear, complex, unpredictable, and situated in a certain context. For this, the teacher needs creativity, initiative , and effort. SO LET’S GO GREEN IN TEACHING!
  • 15. List of References • Coyle, D., Hood, P. and D. Marsh 2010. CLIL Content and Language integrated Learning. CUP • Integruotas dalyko ir užsienio kalbos mokymas. Lietuvos Respublikos Švietimo ir mokslo ministerija, Vilnius, 2007 • Ceruti, M. A. On Solid Ground. Matching Practice and Theory in a CLIL Perspective. Studies about Languages 16/2010 • Järvinen, H. M. What is Ecology to do with CLIL? An Ecological Approach in CLIL. International CLIL Research Journal 2009 • Lasagabaster D. and Sierra J. M. Language Attitudes in CLIL and Traditional ELF Classes. International CLIL Research Journal 1/2009 • Janulienė A. On the Use of CLIL at Lithuanian Schools. Verbum 2010