CLIL

(Content and Language Integrated Learning)

We learn ...

10% of what we read

20% of what we hear

30% of what we see

50% of what we see and hear

70% of what we discuss with others

80% of what we personally experience

95% of what we explain to others

David Souza, How the Brain Learns

 Content and Language Integrated Learning
The Four Cs of CLIL

CONTENT CoMMUNICATION
The curricular subject­ Using language to learn -
progression in whilst learning to use
knowledge, skills and language. The key is
understanding. interaction, not reaction.

COGNITION CULTURE
Developing cognitive Understanding ourselves
and thinking skills and other cultures. Being
a global citizen.
 Content and Language Integrated Learning (CLIL)

--
--·· . .··�·
. -.�···

M. C. Escher Sky and Water I (1938).

Content and Language Integrated Learning (CLIL) is a dual­

focused educational approach in which an additional
language is used for the learning and teaching of both
content and language. That is, in the teaching and learning
process, there is a focus not only on content, and not only
on language. Each is interwoven, even if the emphasis is
greater on one or the other at a given time.
Coyle, Hood and Marsh (2010)
 Encouraging speaking

What motivates students to speak English? Characteristics

of successful speaking tasks:
• Interactive (between learners not just between teacher and learner)
• Everyone engaged at the same time
• Authentic - real communication which motivates learners: they
communicate something that is meaningful to them
• Competition - motivates students (especially boys)
• Helps to develop social skills
• Information gaps - students need to communicate in order to close the
gap. Three types: personal, factual, and opinion base.
• Thinking through and expressing ideas, sharing knowledge
• Pyramid discussions - think individually, then share ideas in pairs or
groups, then in the whole class
• Communication skills worked on. Person in hot seat has to speak,
everyone else has to listen
• Communication regulators - students have a chip or coin which
"regulates" how much or how they contribute.
• Interesting topics
Quality rubrics
Content (the descriptors)
• Rubric describes both content and
form (when applicable)
• Descriptors are written in clear and
specific terms
• Consistency from level to level -
skills/indicators present at each level
• Qualitative adjectives, when used, are
supported by specific indicators
• Wording of lower levels describes what is and not what isn't evident
• The top level is above what is expected

Structure (form)
• Levels are sequenced in a continuum that supports instruction
• Levels progress from the least developed to the most developed
outcome or vice versa
• The distance between each level of performance is fairly equal

Mechanics (layout)
• Rubric is titled
• Dimensions are labelled (analytic)
• Dimensions are defined (analytic)
• The type is readable
• Layout is user friendly - white space, bullets
• Space for comments by teacher and/or learner
Tips for giving feedback on spoken production

1. Remember you are giving feedback to a person!

2. Respond to WHAT is said (content, ideas).
3. Give positive feedback on good work and good use of language.
Aim for 3: 1 positive/negative.
4. Point out effective use of language which can be generalised and
applied. Point out language mistakes which apply to everyone.
5. Be specific (remarks like "very good" are unhelpful)
6. Explain how you expect learners to respond to and use your
corrections.
7. Help learners to think for themselves and/or correct themselves.
8. Provide model examples.
9. Use assessment rubrics so assessment criteria are clear and
concrete for the learners.
 Authentic Assessment in CLIL
It is important in CLIL to use a wide range of assessment methods. Bilingual
learners perform better if they have a range of assessments.

Authentic assessment = A form of assessment in which students are asked to

perform real-world tasks that demonstrate meaningful application of essential
knowledge and ski/Is [Jon Mueller]

Traditional Assessment-------------- Authentic Assessment

Selecting a Response --------------------------- Performing a Task

Contrived ---- ----------------- ------------------ Rea 1-life

Recall/Recognition -------- Construction/Application

Teacher-structured -- ---- Student-structured

Indirect Evidence ------------ Direct Evidence

Authentic assessment in CLIL accomplishes the following goals:

• Helps students to develop responses rather than select from

predetermined options
• Elicits higher order thinking in addition to basic skills
• Can use samples of student work (portfolios) collected over an extended
time period
• Sterns from clear criteria made known to students
• Relates more closely to classroom learning

Teaches students to evaluate their own work

An effective way to make assessment criteria clear to students is the use of an

assessment rubric.

For more information on authentic assessment see:

http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm
LESS LANGUAGE, MORE VISUALS
14. Do you require students to write answers of appropriate length according to their
level?
15. How visual is your test? Do you use visuals to test?

Label this diagram of the skeleton with the joints.

;' ''ti
\: 1

...,_
16. Could you think of ways to add visual support to clarify or change .• r,

your questions?

INSTRUCTIONS
17. Do you say how many points students can get per question?
18. Do you tel1 students what they are being marked on?
19. Do you tel1 students how many words to use to respond to an open question?

Example of a question which does not do this:

List and describe the three most important churches we know in Christianity?

20. Are your instructions unambiguous and clear?

Example of ambiguous instructions:

Write down right or wrong (you can cross out the wrong ones).
Example of unclear instructions:
Copy and fill empty spaces in. What are the similarities and differences
between conventional bombs and atomie bombs?
Effect Conventional bombs Atomie bombs
On people
On buildings
Long-term effects

This list is based on ideas trom Coyle, D., Hood, P. & Marsh, D. 2010 CLIL (Cambridge: Cambridge
University Press) and Dale, L., van der Es, W. & Tanner, R. 2010. CLIL Ski/Is.