The document discusses Content and Language Integrated Learning (CLIL), an educational approach where language and content are taught together. It defines CLIL, outlines key principles like using language to learn content and focusing on vocabulary over grammar, and discusses benefits and challenges of CLIL including its complexity in implementation. The document also provides examples of topics that could be taught through CLIL and references for further reading on the approach.

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

7. Language Triptych

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