MODELS

PRIMARY CLIL
KBB
LANGUAGE AND CONTENT
HOW IT HAPPENS
• CLIL application in a primary school context typically assumes that the subject
teacher, with some linguistic competence in the second language, delivers his
expert knowledge enriching it with elements of the additional language.

• The challenge here is to make students acquire the content knowledge and
the linguistic goals are achieved.

• The key aspect is the teachers’ collaboration for example; an English

teacher may also collaborate with a team of primary teachers.
SHORT TERM (CLIL SHOWERS)

• Short-term exposure to CLIL (CLIL showers (Mehisto, Marsh, and

Frigols, 2008)), in which some significant areas of a subject are
explored and developed in a foreign language for around 30 minutes
to one hour of exposure per day. For example, in Mathematics
children can learn the numerals and in Physical Education basic
commands.
SERIES OF INTEGRATED LESSONS

• A short series of integrated lessons planned around a theme or topic,

involving the subject area content from one or more national
curriculum subjects.
• This will probably require tandem planning and teaching of the
primary teacher and the English teacher.
MODULAR LESSONS
• Modular courses lasting half a term where aspects of
individual subjects are taught through the language could
follow a similar model, but could also be taught by the
primary or specialist teacher, with CLIL training and good
command of English.
INTENSIVE COURSES
• Short intensive courses where the timetable is blocked for
one or more days to allow for deeper learning and practical
experience of language use requires in tandem preparation,
but would be probably taught by the English teacher.
LONGER JOINT-CURRICULUM

• Longer-term sustained joint-curriculum delivery and

partial immersion would probably require in tandem
teaching or individual teaching.
FACTORS TO CONSIDER

• Teacher availability
• Language proficiency (of both students and teachers)
• The amount of time available for CLIL
• The integration between language and content depends on the goals for the course, the needs
of learners, the opportunities of collaboration
• Linking CLIL courses with extra-curricular opportunities
• Assessment procedures—what the programme requirements are, how flexible the overall
school system is, etc