Main Characteristics of CLIL

Having discussed a number of definitions for CLIL, I think certain key characteristics are
surfacing - while we need to clarify certain others.

In fact, identifying the key characteristics of CLIL is a necessity - especially at this time where
definitions and models abound.

Recently, CLIL has been argued to be an 'umbrella' term; a generic term. This can cause
confusion to professionals and I have witnessed this confusion several times at online
discussions or conferences and other events.

A clear definition of CLIL can be supported by a list of its main characteristics. Such key
characteristics can help guide professionals by giving them a more clear image of what CLIL
entails.

Looking at the collective CLIL experience which exists today, the definitions, the research
and the relevant literature, I would argue that the four key characteristics which should
always be present in CLIL are:

a) CLIL is dual-focused. What makes CLIL a unique approach is its dual focus on content and
language. A dual focus means an equal emphasis. This distinguishes CLIL from other
approaches which may either use language (e.g. as a medium) but not reference to a
language curriculum or use content but simply use it to promote language aims and do not
reference to a content curriculum. Using content in language teaching, for example, is useful
and interesting and a great approach but if we do not really care or focus on content
objectives, but we are just using content to promote language, then what we are doing is
content-based learning - which has been around for a while and it is a worthwhile approach
on its own - but it is not CLIL.

b) CLIL is content-driven. If CLIL is an approach where other subjects are taught along with a
foreign language, then the language learnt in CLIL should derive from the language of the
specific subject. This is important so that the students will be able to adequately function in
the CLIL sessions and respond appropriately to the requirements of the subject taught. For
example, language for Science may involve making predictions, reporting experiments, etc.

c) CLIL involves a methodology which is generated by the particular methodology used in the
subject content and foreign language teaching methodology. This roughly means that if CLIL is
implemented in Geography or Science, then the specific methodology of Science should be
used along with support and techniques derived from foreign-language teaching methodology.

d) CLIL is a quality learning experience. CLIL should not result in watered-down or

oversimplified content simply because the subject is taught in a foreign language. CLIL relates
to both a language curriculum and a subject curriculum and these should both be addressed
adequately. Seeing how CLIL uses up subject time, it is imperative that the subject content is
taught adequately, if CLIL will have any future. It is important that CLIL students' learning is
not compromised and that the same results should be achieved as for those students who
learn the subject in their L1.

Sophie Ioannou-Georgiou – sophiecy@yahoo.com

SEETA online course “An Introduction to CLIL” 23/4 – 3/5/2012 http://www.seeta.eu