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.
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
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
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
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
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
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
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
45.
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!