CLIL.

CLIL, which initials mean ‘Content and Language Integrated Learning’ is an

1
approach based in linguistic immersion, where the language is integrated in the content that
is being given. Regardless of its existence and application since a long time ago, it was
David Marsh the person in charge of including the experiences of teaching in a particular
category. Thus, the initials “CLIL” are used as an umbrella term to refer to two different types
of models, teaching a complete subject in a foreign language, or making use of
content-based materials as a resource for the teaching of the language.

According to David Marsh, CLIL is an approach in which a foreign language is used

as a tool in the learning of a non-language subject in which both language and the subject
have a joint role (2006). It is applied in real-life situations in which students are able to
acquire the language (which is natural language development) although it can build on other
forms of learning. Something important to mention is that CLIL is long-term learning, which
means that it requires time to work as it should for it to accomplish the competences
expected in the students. There must be specific circumstances and a good bilingual
programme.

This is an approach and not a method because it implies a specific philosophy or a

particular way of covering teaching and learning, apart from a method, which refers to the
specific techniques and strategies used to teach a particular topic or group of habilities.

Some advantages of CLIL encompass the development of multilingual interests and

attitudes, the increase of the learner’s motivation, the improvement of overall and specific
language competences, the preparation for internationalisation, the introduction of a wider
cultural context and the preparation for future studies and/or working life.

It is important to explain the competences that must be achieved following this

approach, but first, competences refer to a broad description outlining the essential
knowledge, skills, and behaviours expected from a student upon finishing a course. These
competences generally encompass practical abilities and knowledge that empower
individuals to excel in different professional, educational and life situations.
The competences that could be expected to be achieved in this approach are:
communicative, linguistic, artistic, digital, mathematical and social. Therefore, the
subjects that can be taught are diverse. It is said that in between 5-7 years with the CLIL
approach students are able to reach a C1 level. Fluency is a key element following this
approach, rather than accuracy. Errors are a natural part of language learning. Learners
develop fluency in English by using it to communicate for a variety of purposes and by
reading it during their lessons. We can say that it follows the Direct Method as well, since
there is no translation involved in CLIL, or ideally, there isn’t.

1
An approach is a way of looking at teaching and learning. In general, is the theoretical view
of what language is, and the way in which it can be learnt. An approach helps to raise
methods, the way of teaching something. It uses classroom activities or techniques to help
students learn.
 The author identifies four main principles that are the base in which this approach is
built:
● The content, it regards the thematic learning students will acquire, more specifically
the knowledge, skills and understanding of the chosen subject.
● Communication, where the focus is on the use of the language in a particular
context, as well ⁿas a defined application. “Communication goes beyond the grammar
system”, being understandable is the main aim.
● Cognition, the provided activities may challenge students to think and enhance other
thinking skills. Far from being a direct transference of knowledge from teacher to
novice, the cognitive aim is to allow individuals to explore and construct their own
opinions in a challenging way.
● Culture, this factor is crucial for the immersion of the student in a plurilingual and
pluricultural world. Studying a foreign language is vital to enhance international
understanding, developing a feeling of citizenship.

When describing the required steps for a good clil-based planifications of lesson, it
recommended to take into account two different areas of knowledge. On the one hand it is
the teaching aims or objectives, which are the ones the teacher is intended to achieve
regarding the subject, skill or understanding the students are working with. Meanwhile, there
are other aims regarding the linguistic outcome of the lesson, this second one refers to the
lexicon, and communicative abilities developed throughout all the activities.

Another resource that is provided on this approach is the triple A tool, it is a useful
guide for planning the unit of work. We can distribute the hole lesson on three stages:

The first A is for the analysis of language we are planning to incorporate to the
student’s vocabulary, it is particularly specified that this process is not related to translation,
yet the identification of key words that will be contextualised in order to ease its
incorporation. Not only lexicon but phrases and grammatical functions have to be identified
and added to the chosen thematic unit. The second A is for add, the second stage is when
we start working with the cognitive material itself, working with texts, talks, discussions in
which they can get in touch with the content we prepared for them. This is the language for
learning, apart from the language, throw it the can understand the topics. The last A is for
apply or ether assure, in which stage the language emerges through the learning context
built on the cognitive or cultural based task. This cultural awareness requires an extensive
work of questioning and critical thinking, we can see how the acquired skills get into practice,
language and content are explicitly related.

CLIL has precedents in immersion programmes in North America and education

through a minority or a national language (Spain, Wales, France), and many variations on
education through a ‘foreign’ language. There has been an increase in the number of
schools offering an ‘alternative’ bilingual curricula, and some research into training and
methodology. Several major European organisations specialising in CLIL projects have
emerged, including UNICOM, EuroCLIC and TIE-CLIL. In the UK the incentive comes from
the Content Language Integration Project (CLIP) hosted by CILT, (the National Centre for
Languages), which is the UK government’s centre of expertise on languages. Other research
is based at the University of Nottingham, while teacher training and development courses in
CLIL are available through NILE (the Norwich Institute for Language Education).
 In addition, there are two types of CLIL depending on the emphasis made in the
language. In some schools, the teachers teach topics from the curriculum as a part of a
language course, which is called soft CLIL. Whereas in other schools, there are partial
immersion programmes where almost half the curriculum is taught in the target language,
which is denominated as hard CLIL.

This approach can be discussed in five dimensions, which are: language

dimension, learning dimension, the cultural dimension, the environment dimension
and the content dimension.

In the language dimension it is expected from the student to develop oral

communication skills and plurilingual interests and attitudes, there must be an improvement
overall the target language competence, the language should be used to learn as well as to
communicate and it will be the best for the student to experience have a deepen knowledge
of the mother tongue and the target language.

In the learning dimension as teachers we must help the student to build a learner
capacity building safe and meaningful experiences, we must assess them, deploy strategies,
encourage them to have an interactive and autonomous learning, and we must consider the
broad diversity of learning styles that exist to use CLIL.

In the culture dimension the idea is to build intercultural knowledge and

understanding, to develop intercultural communication skills, expand the cultural context and
learn about specific neighbouring countries or regions and/or minority context.

In the environment dimension the idea is to prepare the students for

internationalisation and to enhance their school profile.

And In the content dimension the idea is to provide opportunities to study content
through different perspectives, to prepare them for future studies and working life and to let
them learn specific target language terminology towards a specific subject.