CLIL

Features
In this approach, the language is derived from the academic content/subject. This is characterized by:

Ø a prevalence of content-related vocabulary

Ø language is used for explanation, discussion and writing about content

Ø language is for developing cognitive skills i.e. defining, giving reasons and opinions, evaluation, conclusion

Ø language for mounting learning skills i.e. finding, interpreting, analysis and categorizing information

Language is some extend simplified, but it is not structurally graded. In the CLIL setting, the language facilitates the students
to browse the content.

Benefits of CLIL

CLIL approach offers many advantages to learners or teachers in the language classroom.

ü  A natural way of learning a language and a real way of approaching a content/subject.

ü  It enhances students’ motivation to learn what is being taught in the classroom.

ü  It enables students to learn more quickly and easily to improve overall and specific language competence.

ü  The students will develop a stronger understanding of culture context as a result of CLIL instruction in order to
differentiate language and society.

ü  Through this instruction students build confidence in their abilities and academic skills are encouraged.

ü  It is suitable for students who have different learning styles.

ü  By using wider range of task types in this approach may help students understand better.

ü  Students are involved in more cognitive effort.

ü  Students develop multilingual interests and attitudes.

ü  CLIL creates opportunities for natural language learning.

In CLIL approach, the students play an active role in the classroom, in order to participate in the most of the activities; they
need to interact with others through the target language where the content is presented in the class. The strategy of
teaching content through language, the learners perceive it as more interesting and perform faster way of learning.

This approach generally concentrates more on increasing in an interactive awareness on content knowledge, skills and
cognitive skills through content learning. This interactive methodology enables in exploring the content and also acquiring
the language. The activities involved in this approach is from group to pair activities, class quiz, the lead activity,
conversations in pairs, poster presentation and oral presentation.

The class offers plenty of choices to the students for learning skills and knowledge other than linguistic – team work,
cooperation, negotiation, meeting a deadline, project work, and peer revision so on so forth. Teacher would adopt variety of
activities for language use such as content questions, motivating activities, teaching vocabularies, post reading activities
focusing on students’ critical thinking, cooperative learning activities and speaking activities.
Teachers’ Problems/Teacher role

*The classes can be taught either a subject teacher or a language teacher. Subject teachers should have command over the
content as well as target language in order to be successful in their teaching through this approach. In CLIL, the teacher
should be creative towards his/her approach to teaching academic subject and language.

* The teacher does not have liberty to use language freely because she/he needs to focus on learners’ needs and necessities
in their professional context/life.

* Subject/Content teachers need to be able to present explain concepts clearly and accurately. They must check their
pronunciation of subject-specific terms and their meaning and usage in different contexts.

Students’ Problems

As it is well known that whenever, the teacher asks questions to the students, and then they unable to express their
responses in the target language. So, most of the learners through this approach overcome the inhibition of their lack of self-
confidence and naturally exhibit language performance. Through this approach, the students learn language unconsciously
through the academic subject. When the students are involved in the content their focus is on subject matter so they give
least priority to the target language. The focus of the class is on comprehending the content so students communicate in
the target language making mistakes without any inhibition.

Disadvantages

Content and language integrated learning approach has a number of demerits along with its myriad advantages.  The
following are some of the disadvantages of CLIL:

Ø  This approach lacks of linguistic competence in English.

Ø  It does not motivate all the students in the class to learn a second language.

Ø  There is no clear preference to teach any specific subjects.

Ø  It is essential for special training for teachers focusing on CLIL approach.

Ø  CLIL is mostly implemented in secondary schools and the learners do not required to be proficient in English to follow the
content (Graddol, 2006).

Ø Language is learned lexically rather than grammatically.

Ø  The inadequate CLIL materials and resources can be a serious problem in preparation of lesson plans.

Ø  Choosing and adapting content and teaching materials are time consuming; hence it .becomes an obstacle in the material
production.

Ø  Students may find that CLIL isn’t explicitly focused on language learning.

Ø  Complexity in the content may lead to the use of mother tongue in the classroom.

Ø  Difficulties in finding materials for low level students to comprehend.

Ø  At the end, students may simply copy from available texts without any attempt.
The impact of language theory and the type of teaching method is very significant to the learner of language. It is from the
method of teaching, and everything that is associated with it, that the student is able to grasp concepts of a language.

Research into learning theories and teaching models has been ongoing for many years to establish some sort of data that
helps towards second language acquisition. Task-based learning (TBL), it is claimed, is one such model that can aid a learner
to establish second language acquisition.

Willis (1996), who is a supporter of TBL, argues that a number of conditions need to be implemented for successful language
learning to take place. This paper will highlight and expand upon the issues connected to Willis’ conditions.

Firstly the essay will give a general overview of TBL; secondly will highlight some advantages and disadvantages of TBL;
thirdly define and characterise the word task; fourthly examine Willis’ four conditions; and finally explain how TBL and Willis’
conditions relate to my teaching experience.

Task based learning (TBL)

Willis’ three essential conditions and one desirable condition all stem from a framework known as task based learning (TBL).
TBL is also referred to as; task based language learning (TBLL), task based instruction (TBI) and task based language teaching
(TBLT). All these terminologies carry the same connotation that activities and tasks can help the language learner towards
communicating the target language effectively. TBL is not a new concept; it has evolved from a model known as
communicative language teaching (CLT). The idea that grammar alone is not enough to equip the learner with the necessary
skills CLT was established to make the learner more proficient in the language that is used in real life situations. Brown
(1994: 83) says “Task based learning is not a new method. Rather, it simply puts tasks at the center of one’s methodological
focus. It views the learning process as a set of communicative tasks that are directly linked to the curricular goals they serve,
and the purposes of which extend beyond the practice of language for its own sake”. Hedge (2000: 71) also says that CLT
involves the learners in tasks that are meaningful and have some kind of context that represents and reflects true authentic
language as it is applied and used in the real world surroundings. This authentic language is different and outside of the
language that is commonly used in the classrooms. This view is also supported by Brinton (1991) who expresses the opinion
that, the use of authentic materials establishes a connection with the outside world.

Some advantages of TBL

Although there are many apparent advantages, I will just highlight a few.

Students tend to be active and participate with great motivation towards tasks and activities in a TBL environment. It offers a
platform for students to display their skills through their efforts and develops them further.

Language learners work and co-operate with each other in groups which builds bonds between them. When working in
groups they are able to display and produce meaningful interaction on a given topic. Also the class work together and assess
the whole outcome of the lesson.

Rather than concentrating on one aspect of a certain language feature, in all three stages of a TBL lesson students rely on
previous language, knowledge and experience. This process enables the students to explore previous and new features of
language.

Nunan (2004) states that TBL emphasises on learners to communicate through interaction in the target language, introduces
authentic texts into the classroom, learners focus not only on language but the learning process itself and TBL makes the
learners’ own personal experiences important contributing factors to the classroom.

Some disadvantages of TBL

Again I will only mention a few disadvantages, although there are numerous critics that disapprove components of the TBL
teaching method and framework. As with any model there will always arise negative elements within it that do not hold
strong with its opponents.

Seedhouse (1999) implies that it could be argued that TBL emphasises too much on tasks and communicating meaning and
this could have an impact on how to use the language with the correct form. In addition to this it is important to realise that
there is a lot more to communication than performing tasks.

Skehan (1996) expressed that TBL could have some dangers if it is not executed correctly and could result in affecting the
growth and change of the language learners’ interlanguage. So from this view we can see that some sort of fossilization may
occur within the students and cause barriers for the learners to progress. TBL is still not convincing, that it is a superior
teaching method; it remains an opinion rather than reality and certainty Richards and Rodgers (2001).