UNIT 3 CLIL PRINCIPLES

INTRODUCTION

Teachers who are going to teach a non-linguistic area in English require not only competence in the foreign
language but also in methodology and strategies. They have to plan activities that suit different kinds of learning
styles, to use scaffolding techniques, to work systematically on the subject language and on the interaction
language using real materials in real situations with meaningful activities.

In this chapter we go deeper into the study of the guiding principles of CLIL, the use of a foreign language in the
teaching and learning of non-linguistic areas and the strategies and scaffolding needed for doing so.

After some time working with a CLIL approach teachers become more creative and self-confident. They are able
to design units, to create or adapt their own material and thus, develop their professional competence.

OUTCOMES

1. Learning about CLIL, its origins, variants and implementation models.

2. Learning about integration of language, content and learning skills
3. Learning about CLIL core features; the four Cs framework.
4. Reflecting on and learning about the use of English as a medium of instruction
5. Analyse all the elements of a CLIL teaching unit, paying special attention to the tools, frameworks
and models that can help us to plan and design the tasks and the materials for our own teaching
unit.
3.1 CLIL Definition

The European Union has coined two acronyms intended to clearly distinguish European bilingual
education efforts from other similar programmes elsewhere (CLIL for Content and Language
Integrated Learning, EMILE for Enseignement d’une matière intégrée à une langue étrangère) and a
Spanish version, AICLE (for Aprendizaje Integrado de Contenidos y Lengua). The European
initiatives grouped under the acronyms CLIL/EMILE/AICLE/ TILC take on varied forms.

"CLIL is a dual-focused educational approach in which an additional language is used for the learning and
teaching of content and language with the objective of promoting both content and language mastery to
predefined levels." (Maljers, Marsh, Wolff, Genesee, Frigols-Martín, Mehisto, 2010)

CLIL is an umbrella term that embraces any type of programme where an additional language is used to teach
non-linguistic content matter. As stated by Dieter Wolff, CLIL as an educational concept is not homogeneous; a
rather large number of different variants can be distinguished. A CLIL approach varies independently of a
specific educational system or other factors, according to whether it takes place in primary, secondary or tertiary
education. Other factors responsible for variation are environmental. They depend on the educational system of
a country and on the wider socio-linguistic context in which the approach is embedded. According to David
Marsh there is no single blueprint for CLIL.

The essence of CLIL is in integration. The dual focus of having simultaneous content and language learning
outcomes marks a change from conventional practice in both subjects and language teaching. This divergence
has become more pronounced as research on CLIL has given rise to the triple focus concept, whereby content
and language goals are pursued with a sophisticated understanding of student cognition, usually referred to as
thinking skills (see Mehisto/ Marsh/ Frigols 2008 and Coyle/ Hood/ Marsh 2010).

In CLIL, content goals are supported by language goals, in addition to a focus on content and language, there is
a third element that comes into play: Learning skills which constitute the third driver in the CLIL triad.

European CLIL is highly diverse, with many different types commonplace. Although different, such types have
much in common because the reasons for doing CLIL, what we call the dimensions, are interlinked in CLIL
practice. There are five dimensions based on issues related to culture, environment, language, content and
learning:

The language dimension: LANTIX

The content dimension: CONTIX

The learning dimension: LEARNTIX

The culture dimension: CULTIX

The environment dimension: ENTIX

For many years, when CLIL played only a minor role in institutionalised teaching and learning, methodological
issues were neglected. In general, teachers taught their content subject in the foreign language just as they
would have taught it in their mother tongue. Similarly, language teaching and learning in a CLIL classroom took
place according to traditional language teaching methodology. In some ways, the content of the content subject
simply replaced the traditional content of the language classroom, and apart from this the CLIL classroom was
like a traditional teacher-centred language or content subject classroom.

The situation has changed considerably in recent years. Educationalists and practising teachers have realised
that the pedagogical potential of CLIL is higher than they had anticipated, and a number of more innovative
advocates of CLIL insist that a specific CLIL methodology should be developed. (Wolff 1997b, Thürmann
2000, Abendroth-Timmer et al. 2004).

Reading skills are regarded as highly important in the CLIL classroom. Most of the acquisitional processes are
related to reading comprehension: learners work with documents and other sources in order to acquire
knowledge in the content subject. Although reading strategies play an important role in all learning contexts, in
CLIL they are crucial to the students' success or failure. A specific CLIL methodology has to take this into
account: thus, the promotion of reading strategies plays an important role in all methodological discussions. And
it must not be forgotten that content subject work also includes specific reading skills: e.g. "reading" graphs,
maps, charts etc. Specific processing strategies have to be acquired which help learners to process the
information contained in these materials. In a way, the focus on processing strategies in the CLIL classroom is
characteristic of a new methodological approach, which is not only language- but also content-based. Learners
do not read texts in order to learn language but in order to acquire knowledge in the content subject. This makes
the whole learning process more skill-orientated both with respect to language and to content.

This is also true of the productive skills. Whereas in the communicative language classroom the promotion of
oral skills is regarded as particularly important, in CLIL classrooms writing skills take up a highly significant role.
From very early on learners have to use the foreign language to write down the results of what they have
studied: they compose reports, definitions, compile results of observations etc. Content subject language
competence is to a large extent text competence (cf. Portmann-Tselekas 2002), and a CLIL methodology must
be geared towards writing proficiency in the foreign language.

Methodologically, the CLIL classroom should not be characterised by monolingualism (i.e. using the foreign
language exclusively) but rather by functional bilingualism, i.e. using the mother tongue and mother tongue
materials when it is necessary to provide and promote a multiperspectival, contrastive and integrated view of
content. This approach is fairly new compared to the theories brought forward in foreign language teaching
methodology where the exclusive use of the foreign language is seen as mandatory (cf. Otten & Wildhage 2003).
3.2 CLIL Core Features

Many of the core features of CLIL are not just specific to CLIL, but are part of basic good practice in education.
Even so, all need to be taken into account during the planning and delivery of CLIL lessons. It is precisely the
integration of many of these features into the average lesson, and all of these features into one's teaching
repertoire, which presents a challenge to teachers.

CLIL CORE FEATURES

Multiple focus Safe and enriching learning environment

supporting language learning in content using routine activities and discourse

classes
displaying language and content throughout
supporting content learning in language the classroom
classes
building student confidence to experiment with
integrating several subjects language and content

organizing learning through cross-curricular using classroom learning centres (such as the
themes and projects maths corner, the science corner...)

supporting reflection on the learning process guiding access to authentic learning materials
(cognition) and environments

increasing student language awareness

Authenticity Active learning

letting the students ask for the language help students communicating more than the teacher
they need (verbalization of procedures)

maximizing the accommodation of student students help set content, language and
interests ( e.g. in the selection of the topics, learning skills outcomes
tasks...)
students evaluate progress in achieving
making a regular connection between learning learning outcomes
and the students' lives (e.g. personalizing the
favouring peer co-operative work( pair work,
tasks)
group work, whole class)
connecting with other speakers of the CLIL
negotiating the meaning of language and
language(e.g. participating in Comenius
content with students
projects which include mathematical tasks)
teachers acting as facilitators
using current materials from the media and
other sources ( coins, dices, on-line games,
etc.)
Scaffolding
building on a student's existing knowledge,
skills, attitudes, interests and experience
repackaging information in user-friendly ways
(use of graphics, manipulatives,etc)
responding to different learning styles (visual,
kinesthetic, verbal...)
fostering creative and critical thinking (e.g. in
problem solving)
challenging students to take another step
forward and not just to coast in comfort (e.g.
thinking of a different way of solving a problem)
Co-operation
planning courses/lessons/themes in
co-operation with CLIL and non-CLIL teachers.
(e.g. through a Comenius project)
involving parents in learning about CLIL and
how to support students (e.g. with meaningful
homework)
involving the local community, authorities and
employers (e.g. with a project studying
geometry in public buildings)
3.3 The 4 Cs Framework

In CLIL, the primary focus is on substance (content) as opposed to form. In order to acquire new knowledge and
skills, people usually need not only to access new information, but also to connect that information with their own
existing knowledge, skills and attitudes. Moreover, as meaning-making is both a personal and a social process
(culture or community), new knowledge and skills develop through personal as well as co-operative
reflection/analysis (cognition) and through a communicative process (communication).

The 4Cs Framework integrates four contextualized building blocks: content (subject matter), communication
(language learning and using), cognition (learning and thinking processes) and culture (developing intercultural
understanding and global citizenship). In so doing, it takes into account the integration of content learning and
language learning within a specific context and acknowledges the relationship that exists between these
elements. (Coyle , Hood, & Marsh, 2010)

CONTENT: Progression in new knowledge, skills and understanding. It does not have to be part of a discrete
curriculum discipline such as Maths, it can be drawn from alternative approaches to a curriculum involving cross-
curricular and integrated studies.(Coyle,D. et al. 2010)

e.g. A game in which students have to go shopping to a supermarket and have to use coins, they solve addition
and subtraction problems, they have to choose the healthy food, they have to consider the price, etc.

COMMUNICATION: Interaction, progression in language using and learning. Learners are encouraged to
produce subject language orally as well as in writing and to participate in meaningful interaction. (Coyle,D. et al.
2010)

e.g. Students verbalize the steps that they have followed to solve a problem.

COGNITION: Engagement in High Order Thinking (HOT) and understanding, problem solving, and accepting
challenges and reflecting on them. CLIL is about allowing individuals to construct their own understandings and
be challenged –whatever their age or ability. (Coyle,D. et al. 2010)

e.g. Pupils solve a problem in pairs and then evaluate the different answers and the different procedures.

CULTURE/COMMUNITY: “self” and “other” awareness, identity, citizenship and progression towards pluricultural
understanding. (Coyle,D. et al. 2010) CLIL offers rich potential for developing notions of pluricultural citizenship
and global understanding – but these need to be planned and transparent (Commission of the European
Communities, 2008)

e.g. Students solve a problem using different local measurement units ( students from different regions or
countries, students participating in a Comenius project, students in groups representing different countries, etc.)
3.4. English as a medium of instruction

Language learning in the CLIL classroom

It is assumed that the majority of students entering school have very little or no prior knowledge of the CLIL
language.

Although students are encouraged to use the CLIL language from the outset of the first lesson, they will often
answer questions in their first language. This is natural and should not be discouraged. The teacher can recast
the student's answer in the CLIL language. Also, giving praise to students for even attempting to respond in the
CLIL language will encourage them to start using the language.

In CLIL classes, communication and learning take place in a student's additional language. In a systematic
manner, teachers begin to provide students with second-language discourse patterns and vocabulary, while also
teaching content and guiding students towards accomplishing concrete tasks.

Although the building blocks of language are provided systematically, teachers also respond to a student's
immediate linguistic needs as they arise. When a student wants to say something that is important to him or her,
but lacks the needed word or expression, it is given to him or her right away. Within a few months of starting the
programme, students are usually able to use the CLIL language for almost all classroom communication.

Language learning, which is certainly not considered incidental by parents or teachers, in many ways is
incidental to the students. They are above all interested in the subject content, not the vocabulary and mechanics
of the CLIL language. For students, language is a means to an end. Yet the teacher always needs to be aware of
language.

Initially, teachers often speak slowly and use plenty of repetition, demonstrations, visuals and "realia". Later,
teachers speak at a more natural pace and encourage peer co-operative and independent learning. They work to
create a climate that fosters continuous language growth. However, paradoxically, more language is learnt when
the focus on direct language teaching is reduced and the content teaching is increased. By guiding students
through experiments or activities that relate directly to their lives and communities, and by focusing on the
learning of content while providing language support, language learning is actually maximized.

The length of the activities delivered during CLIL lessons may need to be modified. At the start of a CLIL
programme, students learning in a second language may become tired more quickly than students studying in
their first language. Their attention span may be limited, as CLIL students need not only to concentrate on the
content, but on understanding the language as well.
Content-compatible and Content-obligatory
Language

Every subject has its own terminology. A useful first step is to decide what language the students must really
know (content-obligatory language) to master the content. The language that could be helpful, but is not
absolutely necessary (content-compatible language) for learning the subject takes a back seat, although it needs
to be accommodated. Content-compatible language often comes to the fore as students try to express their own
thoughts in relation to the topic under study. Consequently, content-compatible language is language that truly
interests the student. It can sometimes serve as the foundation into which content-obligatory language can
anchor itself.

Cloud, Genesee and Hamayan state that content-obligatory language includes

1) technical vocabulary

2) special expressions

3) multiple meanings of words

4) syntactical features, and

5) language functions which predominate in a particular content area of a lesson (informing, defining, analysing,
classifying, predicting, inferring, explaining, justifying, etc).

These five language abilities are necessary for students to acquire concepts, ask questions, explain
understanding, demonstrate mastery and prepare for future learning in the content area (Cloud et al, 2000).
Scaffolding Strategies

Scaffolding has been defined by Wood, Bruner, and Ross (1976) as an “adult controlling those elements of the
task that are essentially beyond the learner's capacity, thus permitting him to concentrate upon and complete
only those elements that are within his range of competence.”

The notion of scaffolding has been linked to the work of Vygotsky. However, Vygotsky never used the term
scaffolding (Stone, 1998), but emphasized the role of social interaction as being crucial to cognitive
development, so that learning first occurs at the social or interindividual level.

Thus, when a child learns with an adult or a more capable peer, the learning occurs within the child's zone of
proximal development (ZPD). ZPD is defined as the “distance between the child's actual developmental level as
determined by independent problem solving and the higher level of potential development as determined
through problem solving under adult guidance and in collaboration with more capable peers” (Vygotksy, 1978,
p. 86).

Enabling the learner to bridge this gap between the actual and the potential depends on the resources or the
kind of support that is provided.

Sadhana Puntambekar (Dec 23, 2009). Scaffolding. Retrieved from http://www.education.com/reference/article

/scaffolding/

Students in a CLIL programme face particular challenges when dealing with the language demands of subject
matter instruction; the challenge of learning specialized disciplinary language is added to the task of learning
English.

There are good reasons to believe that content-area instruction can provide an excellent context for the
development of academic English. Science, for example, involves the kind of learning through multiple modalities
(talking, reading, writing, doing firsthand investigations and experiments), which is often considered as
characteristic of high-quality instruction for English language learners (Echevarria, Vogt, & Short, 2004).Recent
studies suggest that students learn to read and write science texts best by learning to do so in authentic contexts
for authentic purposes.

Without the proper scaffolds, the language demands can compromise English language learners'
understanding of content. These language demands include understanding and making sense of investigation
procedures, explaining processes, participating in discussions ,acquiring specialized vocabulary (that often carry
more than one meaning), gathering information from books, and writing observations and other expository texts.

Tools such as visual representations (e.g., concept maps, t-charts), inclusion of supplementary materials (books,
maps, illustrations), and pre-teaching content vocabulary are commonly suggested scaffolding strategies.

Vocabulary knowledge has been identified as the most common obstacle to reading for students who are
learning non-linguistic areas in English.

Vocabulary may present special challenges for all students. New words have particular importance, because
they are, in effect, labels for the concepts and processes that are the core of content-area domains.
Understanding these words is essential to reading for comprehension in content-area texts and fundamental to
conceptual understanding. The link between word knowledge and comprehension of content-area text and
quality writing makes common sense.

A balanced approach to vocabulary instruction combines immersion in an environment rich in vocabulary,

elaborated interactions with important academic words, explicit instruction of a limited number of well-chosen
words, and instruction in strategies with which students can acquire words independently.
Successful content-area instruction in English:

a) provides additional scaffolding for language.

b) makes connections to students' linguistic resources in L1.

c) provides additional opportunities for practice.

d) supports the development of strategic behaviour.

Supporting language learning in content classes
Whether it is content-obligatory or content-compatible language, there needs to be plenty of opportunities for oral
interaction among students. We do not learn to speak a language simply by listening, reading or writing. For new
language to take root, we need to use it in conversation before it can become a lasting part of our output
repertoire. The multi-faceted nature of the CLIL approach involves an extra focus on student interests,
peer co-operative work and the fostering of critical thinking, among other methodological strategies.
These foster the learning of content and provide increased forums for discussing and communicating about
content. These increased opportunities support language learning. This view is supported by feedback received
from CLIL teachers in the field.

ESSENTIAL ELEMENTS IN SUPPORTING LANGUAGE LEARNING IN CONTENT CLASSES

1. Create a psychologically and physically safe environment

Students must feel free to experiment with the language and not fear making mistakes. Students of all ages need
to understand that they, too, must help create an environment where their classmates will feel comfortable - safe
from ridicule, sarcasm or physical aggression. This is done through having the class establish rules and through
adherence to those classroom rules; by dealing with problems through discussion; by providing positive
reinforcement for efforts to communicate constructively; and by encouraging students to analyse and improve
their own commentary, verbal and non-verbal reactions and behaviours. Above all, it is paramount to believe that
your students will succeed and to demonstrate your faith in them.

2. Consistently use one language

Always strive to use the target language. Initially, when necessary, a student can summarize in the first language
what was said in the CLIL language.

3. In the beginning, it is acceptable for students to use the first language

Expect students at the primary level, who are at the start of a programme, to answer initially in their own
language. They will often immediately verbalize structures taught to them in the target language; however, do not
expect spontaneous self-expression in the target language before the third or fourth month. During these first
months, the students are developing their receptive language skills. More and more, they will understand what
you say to them, although they will not yet be able to express themselves easily in the target language.

Expect primary students to mix languages during the first half of the year, in particular. Encourage the use of the
CLIL language at all times.
In secondary and vocational CLIL classes, students will also mix languages. This facilitates communication. Give
the students the needed phrases in the CLIL language and when possible write them on the board. Once an
expression has been used, consider it to be part of the classroom repertoire. To help students avoid the
temptation of relying on you as the only source of language, you can also ask individuals who are having trouble
finding the right word how to get the point across in another way. You can ask other students for input or guide
the student to a dictionary or a vocabulary wall. In anticipation of language needs associated with a new topic,
some of the language can be posted on the wall or on the board in advance.

4. Speak slowly and articulate clearly

Speak very clearly when introducing new language and structures. However, be careful not to exaggerate words
or speak unnaturally slowly. When planning, be aware of the number of new words or structures you are
introducing the students to at any one time. They will need to be challenged yet comfortable, not frustrated or
overwhelmed.

5. Use an appropriate level of language

Avoid structures that are too complicated for your students, but speak in a grammatically correct manner. In
order to keep challenging your students, use a level of language in class that is one step ahead of theirs -
enough to make them work at it without making it too hard.

6. Use facial expressions, gestures and pictures to reinforce meaning

Contrary to what is often common practice, have students listen carefully to the new words to try and discover
the meaning in the target language before you show the visual aids. This way, the idea registers first in the target
language.

7. Repetition is required

Repetition will help students to grasp meaning and create a sense of security.

They will begin to repeat to themselves the new vocabulary as they develop their receptive language skills.
When they become more comfortable with the language, they will begin to repeat the vocabulary out loud and
express themselves somewhat more spontaneously. In particular, with younger students, this is where an
established routine for the beginning of each day helps.

8. Make it meaningful
The language, themes and content of classroom lessons must be relevant and of interest to the students.
Initially, this means focusing on the students themselves, their family, their school and the community. Later on, it
can include music, local issues, school events, the environment, problems in the community, community workers,
sports, fashion, healthy lifestyles, etc.

Also, by concentrating on solving problems that require critical thinking and co-operation with small groups of
peers, students become more engaged and interested in learning. By tapping into the experiences, personal
interests and background of the students, and by really challenging them to think, the work students do in school
becomes more meaningful, authentic and relevant to their lives.

9. Provide a variety of language models

Students need to hear the CLIL language spoken by different people in different contexts. The language of
school does not always suit everyday situations. Invite guests into the classroom and arrange field trips.
Establish a buddy system between classes, pairing each younger student with an older student, and arrange for
them to meet once or twice a week. Join international projects or set up a project with a school in another country
with students for whom the CLIL language is a second or first language. Create assignments that require
students to use native-language resources such as music, video clips, blogs or home pages.

10. Create a wealth of opportunities to use the language

Proactive strategies such as group-work, pair-work and activity centres are more effective than having a class do
primarily written exercises, which you then correct by having one student respond at a time. By understanding
the students' current state of knowledge and their attitudes, by taking into account different learning styles, you
can develop programmes and activities that meet a variety of their needs.

Ideas, lessons and activities must be presented within contexts that are relevant to the students. Students will
learn the language by using it. Peer co-operative work (pair and groupwork) that is focused on problem-solving
activities can be particularly useful. This provides them with opportunities to develop collaborative skills and to
gain confidence in presenting their own ideas and opinions to their peers.

11. Communication is of primary importance

It is more important for students to communicate than to worry about having perfect grammar. A student should
receive positive reinforcement for speaking, and for speaking correctly. The teacher can model the right word or
phrase, or correctly recast a faulty sentence. As students progress, you can prompt or guide them to self- or
peer-correction. Once the student has corrected the error, continue the dialogue. Where possible, students can
take the lead in conducting a conversation.

This empowers them and supports the development of a classroom culture where students assume
ever-increasing responsibility for their learning.

12. Create a wide variety of opportunities to develop all four language skills - listening, speaking, reading
and writing

Each language skill reinforces the other. Look for opportunities to combine all four skills into one activity or a
series of activities. For example, if you are discussing globalization, first have the students write down some of
their own thoughts about the pros and cons of globalization. In pairs, each student could read what the other
wrote. The two students can then combine their answers into one written statement.

They can practise presenting their conclusions. One pair then presents to another pair. The two pairs discuss
their differences and try to establish one common text.

13. Work systematically to build equal status for languages used in the school

All languages learnt and used in the school deserve equal attention. For example, opportunities should be taken
to make announcements in the languages of the school. Student assemblies could include performances in the
CLIL language. You can model the value of the CLIL language by speaking to students and colleagues outside
the classroom in the halls or cafeteria. Sheltered opportunities for communication with peers from abroad, who
speak the CLIL language, and with non-CLIL students can help students understand the benefits of language
learning. Most students perceive international communication to be exciting. Languages can further be brought
into the school ethos by creating opportunities for bringing various languages, including the students' native
language(s), into the school during assemblies and fairs.

14. Set high, but realistic expectations

Do not underestimate what your students or you can do. Have high, but realistic expectations. At the same time,
students need to see those high expectations as attainable and fair. Also, search for the negative expectations
that you have about students and work to replace them with positive expectations. Above all, expect effort and
dialogue from your students about the learning process. If students are having trouble meeting expectations,
build scaffolds to support them in their efforts. High expectations help to reinforce the meaningful nature of
school: they help students to concentrate on learning and to behave better. They lead to greater achievement.

For example, if students are writing letters to a politician, they would be expected to use the appropriate level of
language and to make realistic proposals for solving an issue of concern. This may involve providing them with a
general structure for the letter and typical discourse patterns. However, students would also be expected to
polish language and style, as well as analyse the extent to which their proposals are logical and realistic.

15. Find ways of recognizing student effort and success

Reward effort. Also, reward co-operation, peer teaching, self-reliance, analysis of the learning process, task
completion, progress in meeting planned outcomes, as well as achievement in all subject areas. Every student
needs well chosen moments in the limelight.

Avoid constantly saying well done - the big pitfall of empty praise. Effective recognition is specific and consists of
both analysis and some form of public recognition. Give students an opportunity to speak about how they
achieved their result. Listening equates with recognition. Display student work in the classroom and hallways.
Exhibit project work in the library. Invite someone to see and comment on the work.

Separate praise from advice about how to move forward. The easiest way to do this is by banishing the word
but. For example, skip the second half of the following sentence. The graphs you used and the repetition of key
messages helped make the presentation a real success, but you have to be careful not to get carried away with
the repetition. The word but cancels out the reinforcement.
VIDEOS ON CLIL

CLIL for the Knowledge Society (David Marsh / Eurydice)

http://youtu.be/TGnkEMjBg4g

Why CLIL?

http://youtu.be/9HhVnG0AYfI

David Marsh on CLIL

http://youtu.be/-Czdg8-6mJA

IATEFL 2009 CLIL Debate - Peeter Mehisto

http://youtu.be/zmR1IABVpMQ

CLIL for the Knowledge Society (María Jesús Frigols)

http://youtu.be/8YwABHYvHwM

Do Coyle - Levi Think Tank 2009 - CLIL Cascade Network

http://youtu.be/LUiMLDivK2Q

Ken Robinson

http://youtu.be/ga2CYYCrtNE

RSA Animate - Changing Education Paradigms

http://youtu.be/zDZFcDGpL4U
FURTHER INFORMATION

For further information, you can visit the following links:

Read the pdf : Teaching Science through English, a CLIL approach by Cambridge ESOL TKT

http://www.geo-clil.ugent.be/wp-content/uploads/2016/03/Teaching-Science-through-English-A-CLIL-
Approach.pdf

And complete the Tests on CLIL at:

http://cambridgeenglish.org/images/22192-tkt-clil-sample-paper.pdf