This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.

1. The Real Issue:
An Overview of CLIL
Pearson
Peru 2013
Susan Hillyard B.Ed. (Hons)

2. Questions for today
What is CLIL?
How do we do it?
What are the implications for schools
and teachers?
Where did CLIL come from?

8. So what do the letters
CLIL stand for?
Strategy: Think time
(Think, Pair, Share)

9. CLIL
Content
and
Language
Integrated
Learning

10. What is CLIL?
„CLIL is an approach in which a foreign
language is used as a tool in the
learning of a non-language
subject in which both language and the
subject have a joint role.‟
(Marsh in Coyle, 2006).

11. Marsh describes CLIL as
„any dual-focused educational context in
which an additional language, thus not
usually the first language of the learners
involved, is used as a medium in the
teaching and learning of non-language
content‟.
(2002:15)

12.  50% Language support
 50% Subject Matter
 Subject T teaches in English (L2) not
L1
 ELTeacher teaches a subject e.g
Science, Art, PE, Social Sts, Literature
 Good practice: Teaching /Learning
theory
 Interactive T and L
 Scaffolding for both C and L
 Use of graphics, FHEs, multimedia

13. Some CLIL Strategies
 activating
 visualisations
 note taking/genre writing/MoE
 running dictation
 right hand/left hand
 split questions
 matching pictures

14. Activating
from Dale, Es and Tanner (2010)CLIL Skills

15. The Four Cs
 Content - Progression in knowledge, skills and
understanding related to specific elements of a
defined curriculum
 Communication - Using language to learn
whilst learning to use language
 Cognition - Developing thinking skills which
link concept formation (abstract and concrete),
understanding and language
 Culture - Exposure to alternative perspectives
and shared understandings, which deepen
awareness of otherness and self.

16. The “ World
English Project”
…….a new orthodoxy
appears to have taken
root in the last few years
which could be
described as „The World
English Project‟. If this
project succeeds, it could
generate over 2 billion
new speakers of English
within a decade.
Graddol D. 2006 English Next

17. Visualisation/ Drawing

18. Visualisation

19. “Content and language integrated
learning (CLIL) has emerged as a
significant curriculum trend in Europe.
Similar approaches are now used,
under different names, in many
countries.”
Graddol D. 2006

20. CLIL Contexts around the World
 Monolingual: Students in home country learning a subject
through CLIL. Some students may be non-native speakers.
(e.g. Slovenia)
 Bilingual: students learn 50 % or more curricular subjects in
a second or foreign language (The Netherlands, private
bilingual schools in Argentina)
 Multilingual: students learn curriculum subjects in three or
more languages (Basque Country, Cataluña)
 Plurilingual: students learn several languages, one or more
of which may be through CLIL. (Australia)
 Light: English language teachers introduce subject topics
into ELT

21. Matching Pictures

22. CLIL Essentials 1
NO direct language teaching in terms of
grammar and vocabulary lists out of
context. All language must be
EXTRACTED from the
texts/literature/ information and
scaffolded using graphic
organisers/preteaching/
substitution tables.

23. CLIL Essentials 2
The Task:
…….a piece of classroom work which
involves learners in comprehending,
manipulating, producing or interacting
in the target language while their
attention is principally focused on
meaning rather than form…. Nunan 88

24. Note taking
Genre writing
MoE
(Mantle of the Expert)

25. CE3: Cummins‟ BICS and CALP

26. Split Questions

27. CE 4
FHEs
(Visits, Excursions, Hands-on,
Guest speakers, Multimedia)

28. CE 5: Bloom‟s Taxonomy

29. Running Dictation

30. CE 6: Graphic Organisers
 Focus the brain on deeper understanding
 Organise thoughts
 Are brain friendly (ie not linear)
 Encompass whole concepts without using too
many words
 Appeal to the spatially intelligent
 Appeal to the visual learner
 Encourage Sts to use different channels of learning

32. Right hand/left hand

33. My personal NILE training
 Catalonian Secondary Subject Teachers
 French Secondary Subject Teachers
 Madrid Primary Language Teachers
 Madrid Primary Subject Teachers
 Majorcan Primary Subject and Lang. Ts
Teachers
 Austrian Secondary Subject and Lang. Ts
 Polish University Academic Subject
Professors

34. I have to teach Music
through English in
September! How?
I‟m really
worried. I
don‟t know
the English
for the
language of
Sports.
I‟m an
English
Language
teacher, not
a science
teacher.
I love designing my materials for
CLIL Science. It‟s changed my
whole life!
The work my students
produce is amazing! I
can‟t believe how they
work in groups and help
each other.
How do I plan a
CLIL lesson? I have
NO IDEA!
I don‟t want to
do this. I want
to teach MY
subject in MY
language.
The parents
are not going
to like this!

35. Government Motivation for
introducing CLIL
 An innovative method to teach a foreign
language
 An innovative way to teach a subject
 Contribution to internationalization and
multilingualism
 A political move
 As an economic measure- to save salaries
 To contribute to economic growth

36. Teacher Beliefs and Attitudes
 a willingness to change
 a desire to learn something new
 a belief in the efficacy of CLIL
 motivation to learn the why, the what and
the how…
 linking the CLIL programme with school
ethos
 a willingness to design materials
 a willingness to work with others

37. Implications
The CLIL Teacher‟s Competencies Grid
 defining CLIL
 adopting an approach to CLIL
 adapting CLIL to the local context
 integrating CLIL into the curriculum
 articulating quality assurance measures
 Basic Interpersonal Communication Skills
(BICS) (Cummins)
 Cognitive Academic Language Proficiency
(CALP) (Cummins)

38. Changes
 methodology for integrating both language and
content
 creating rich and supportive target language
environments
 making input comprehensible
 learning to use teacher talk effectively
 promoting student comprehensible output
 attending to the different learning styles of
students
 continuous improvement in accuracy
Mehisto et al. 2008 Pg 232-236

39. Teacher Skills for CLIL
Language
 of teaching
 of learning activities
 of assessment
 of classroom
management
Content
 knowing the subject
 designing the course
 building new roles
and relationships
 new ways to assess

40. Free Materials
http://www.cambridgeesol.org/assets/pdf/resources/teache
r/clil_handbook.pdf

42. Long and Past Experience
1975
The Bullock Report
A Language for Life,
published in England
Each school should have an
organised policy for language
across the curriculum,
establishing every teacher's
involvement in language and
reading development
throughout the years of
schooling. (137-139; 190;
89; 171)

43. Precursors of CLIL
Project Work
Thematic Cycles
Content-Based Instruction (CBI)
Content-Based Learning (CBL)
English for Specific Purposes (ESP)
Cognitive Academic Language Learning Activities
(CALLA)
Language Across the Curriculum (LAC)
Task-Based Learning (TBL)

44. Finland‟s Contribution
 Extensive research supported by the European
Commission since 1990
 See:
http://www.clilcompendium.com/clilcompendi
um.htm
 http://www.ccn-
clil.eu/index.php?name=Content&nodeIDX=3
488

46. It‟s fun!
Gosh, it´s
already time
for break!
I know much
more than I
thought!
We
don´t
have to
do
much
writing!
I like
working in
groups.
I like doing
art instead
of English!
I always
thought
history was
boring!
I love
doing the
research.
We don´t
really do
any work!
My folder‟s
full of stuff.
I can
remember
stuff. I don´t
need to
study!