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3.3. Why integrating

language and content in
the classroom?
Benefits of CLIL

Language attitudes in CLIL

• Cenoz (2001): attitudes towards English of three different
groups of students: 9-10 year olds; 13-14 year olds; 16-17 year
olds
• Which group showed more positive attitudes towards the FL?
• the youngest group whereas the oldest learners presented the least
positive ones
• Learners’ motivation to learn content through the FL may foster
and sustain motivation towards learning the FL itself
(Lasagabaster & Sierra 2009: 14)
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Motivation

Usually presented as one of the benefits for CLIL learners:

• Developing language skills  more appealing
• Feeling challenged
• Sense of achievement (Dale and Tanner 2012: 11)

CLIL students:
• intrinsically more motivated and more instrumentally oriented
• a higher interest in FLs and cultures
• a greater motivational strength (Doiz et al 2014)

CLIL vs. non-CLIL

• CLIL students: more motivated than their EFL counterparts
(Lasagabaster 2011)
• Students with greater motivation performed better on the English
tests than their less motivated counterparts
• Higher relationship between motivation and written skills
than between motivation and the oral skills
• Language competence improvement, esp. in grammar
• CLIL students are better in (Lasagabaster 2016):
• listening skills, oral production, and organisation skills
• vocabulary acquisition and word association
• Cognitive effort becomes an important stimulus for content
learning (cf. Berger, 2016)
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Other studies • CLIL students are better in oral production

and oral interaction (Nieto, 2016):

(Nieto, 2016 • Use of oral vocabulary and answering

questions

and 2018) • Fluency, rhythm, pronunciation and

intonation
• Active listening and communicative
exchange
• Non-CLIL students can be better in their L1 in
critical reading skills:
• CLIL teachers should provide some
support in L1

Students’ preferences
(from Lasagabaster & Doiz 2016)

• Activities which require greater involvement as a

means of maintaining interest
• Activities which demand greater interaction and
collaborative learning,
• They would rather use textbooks less often
• Varied materials and the use of different strategies
and activities, such as games, as a means of eluding
boredom via repetition
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Ideas for your own resources

Inspiration from nice websites

Interesting
sites
Home | NASA Climate Kids
https://climatekids.nasa.gov/
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Interesting
sites
For Educators- Stanford Solar
Center
http://solar-center.stanford.edu/teachers/

Interesting sites
School resources and activities | WWF
https://www.wwf.org.uk/get-involved/schools/resources
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Interesting
sites
The World's Largest Lesson
(globalgoals.org)
https://worldslargestlesson.global
goals.org/

Interesting
sites
• Learning Corner | Learning
Corner (europa.eu)
• https://europa.eu/learni
ng-corner/home_en
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Interesting
sites
• Lesson Plans
(practicalmoneyskills.com)
• https://www.practicalmoneyskills.com/tea
ch/lesson_plans

Primary Resources Music | Primary Music

Music Resources - MusicTeachers.co.uk
• https://www.musicteachers.co.uk/resources/4

Music | LearnEnglish Kids - British Council

• https://learnenglishkids.britishcouncil.org/category/topic
s/music
Play It! - Free primary school music player
from Bring The Noise for EYFS and KS1 -
BBC Teach
• https://www.bbc.co.uk/teach/bring-the-noise/eyfs-ks1-
music-play-it-bring-the-noise/z4sq92p
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Art and Design

KS2 Art and Design - BBC Teach
https://www.bbc.co.uk/teach/ks2-art-and-design/zd4jscw
Tate Kids
https://www.tate.org.uk/kids
Primary schools | Learning | National Gallery, London
https://www.nationalgallery.org.uk/learning/primary-schools
Ages 3–6 | British Museum Ages 7–11 | British Museum
https://www.britishmuseum.org/learn/schools/ages-3-6
https://www.britishmuseum.org/learn/schools/ages-7-11
Resources - National Portrait Gallery (npg.org.uk)
https://www.npg.org.uk/learning/digital/

Physical http://hdl.handle.net/2445/129983
Education
Physical Education - BBC Bitesize
https://www.bbc.co.uk/bitesize/subjects/zdhs
34j