1. How do teachers not compromise the quality of content due to the lack of language?

By using different visual, technological and experimental aids, the teacher doesn’t compromise the
quality of the content, but rather diversifies the way in which the learning of this is traditionally
considered. Strategies like use visual aids, provide key words, use the thechnology, and others.

2. How does a CLIL teacher link outcomes related to content, language and learning skills?

A Clil teacher links content, language, and learning skills using the strategies that I write in the
answer number 1. Likewise in the different evaluations that cross-section the entire area of
knowledge that the student has acquired through motivation and the personalization of the
content linked to the common objectives of the class.

3. What do you think about the following statement? Please support your answer:

"...We cannot accept responsibility for our own learning unless we have some idea of how we
learn. This involves awareness of how we learn and how we think...this helps us to obtain the
knowledge and tools to plan, assess and improve our own learning".

I agree with the text. The people many times need to know the meaning of the things to
understand the background of them, it happens when for example you´re in the university
studying English and you realize that all of your life have spoken in a wrong way, there were other
ways of saying something and that the language itself has a structure that we having been born in
a cultural context had not realized.