CLASS 2

CLIL Dimensions and focuses: The Content Dimension of CLIL

Introduction

The research report1 “Profiling European CLIL Classrooms – Languages Open Doors”
underlined 5 dimensions or reasons for introducing CLIL in schools and universities with
a view to strengthening the teaching and learning at these institutions.

These 5 dimensions of CLIL are based on issues related to culture,

environment, language, content and learning. Each of these includes a number of
focus points realized differently according to three major facts: age-range
of learners, socio-linguistic environment and degree of exposure to CLIL.

1. The Culture Dimension

Build intercultural knowledge & understanding
Develop intercultural communication skills
Learn about specific neighbouring countries/regions and/or minority
groups
Introduce the wider cultural context

2 The Environment Dimension

Prepare for
internationalisation Access
International Certification
Enhance school profile

3. The Language Dimension

Improve overall target language competence
1
Marsh, D., Maliers A., & Hartiala, A., 2011. Profiling European CLIL Classrooms: Languages Open Doors.
European Platform for Dutch Education. The Netherlands & University of Jyvaskyla, Finland.

Curso: La Enseñanza de Inglés en el ciclo superior de la escuela secundaria

 Develop oral communication skills
Develop plurilingual interests and attitudes
Introduce a target language

4. The Content Dimension

Provide opportunities to study content through different perspectives
Access subject-specific target language terminology
Prepare for future studies and/or working life

5. The Learning Dimension

Complement individual learning strategies
Diversify methods & forms of classroom
practice
Increase learner motivation.2

This class will focus on the CONTENT dimension

We are going to analyze the Unit on Climate3 and two texts on global
warming (see the corresponding files) considering the contents students will
learn with this material.

Before analyzing the material, read the following texts4:

1) CLIL as a theoretical concept

2) The CLIL toolkit

While reading these texts, focus on how “content” is defined and exemplified, and

2
Popescu, T, 2007. Advocating Content And Language Integrated Learning In Romanian Universities,
Educatia 21, Nro 4
3
Redford, R. 2009. Unit 2 “Climate” in English – An international approach. Oxford: O.U.P.
4
Coyle, D.; Hood,P.; Marsh, D. 2010 clil-Content and Language Integrated Learning. Cambridge:CUP.

Curso: La Enseñanza de Inglés en el ciclo superior de la escuela secundaria

 how content supports the learning of the foreign language.
You are invited to watch the videos as extra material.

OBLIGATORY TASKS

1. SEND-IN TASK

Important: You will submit the following task through the virtual campus clicking

Considering what we know about the content dimension, answer these

questions
Based on the Unit on Climate and the texts on Global Warming:

1) What content(s) can you identify in the unit on Climate?

2) What content can you identify in the texts on Global Warming?
3) What knowledge will learners acquire with this material?
4) What skills are related to the content and texts in the unit on Climate?
5) What type of language can be taught through the content matter?

2. FORUM PARTICIPATION

Important: You will contribute to the forum in the virtual campus clicking

Think of how much content (as understood in the CLIL dimension) do you
incorporate in your planning?

Think of the last classes in one of your courses.

What content have your students learned?

Was there a coherence sequence in the content / in the material?

What learning potential does the content have?

Curso: La Enseñanza de Inglés en el ciclo superior de la escuela secundaria
How was your students´ response to the content?

Add any other comment you would like to share.

Curso: La Enseñanza de Inglés en el ciclo superior de la escuela secundaria