CLIL

Content and language

integrated learning
What is CLIL?
 It
is a dual-focused educational
approach in which an additional
language is used for the learning and
teaching of both content and
language.
Where does CLIL come from?

 It was coined in 1994, but the first

known CLIL-type programme dates back
some 5000 years to what is now Iraq.

 CLIL seeks to support second-language

learning while also favouring first-
language development
The rise of CLIL
 By the mid-90s globalization was placing
greater linguistic demands on mainstream
education.

 It has made the world interconnected.

 The world is becoming a mixed global

village.
 Mindset
The Generation Y The Cyber Generation
(1982-2001) (after 2001)

Focused on immediacy Influenced by their own

as in “learn as you early, personal, hands-
use, use as you learn” on experience with
integrated technologies
CLIL strategies
A language that is not the student’s native
language

Content teachers

Language teachers in CLIL programmes

supporting content teachers
 Integration
Language Content from
learning is subjects is
included in used in
content language-
classes learning
classes
CLIL content goals are supported by
language goals

In addition to a focus on content and

language there is a third element

The development of learning skills

 The many faces of CLIL

 Language showers
 CLIL camps
 Student exchanges  Work-study abroad
 Local projects  One or more subjects

 International projects  Partial immersion

 Family stays  Total immersion

 Modules  Two-way-immersion
 Double immersion
 Language showers
 For students between 4-10
years old
 Between 30 minutes/1  Suggested activities:
hour of exposure per day  Routine activities
 Strategies: games, songs, (lunchtime, get
visual, realia and handling
dressed)
of objects and movements
 Strategies: repetition,
 Teacher: speaks in CLIL
language maiming, gesturing
 Goals: *be aware of the pointing, songs to
existence of different teach new vocabulary
languages, *be prepared
for language learning
 CLIL camps
 For students coming from
one school
 Goals: *experience success
 Purpose-designed location
 Length: 5 days
 Organization: *students
are sub-divided into
teams,*there are rules (all
participants must use the
CLIL language),* could be
a system of tokens and
fines
in living a second-language
environment,*have fun and
associate the CLIL language
with an enjoyable
experience,* motivate
students to continue
second-language
study,*inspire students to
continue learning the CLIL
language
 CLIL camps
 Suggested activities for children from 9 years old:
*hiking and orienteering, *a final talent show,
*student teaching

 Suggested activities for very young children: *a

walkabout in the nature environment, *planning
and building birdhouses, *doing competitive and
non-competitive sports
 International projects
 Goals: *help students assume
 Need to lead to greater responsibility for their
concrete learning, *motivate students,
accomplishments and *create opportunities for
enable students to contact and communication
connect with new with other speakers of the
ideas, sources and CLIL language,* develop skills
people in communication, information
 Schools can either join and communication
existing projects or technologies, teamwork and
create a project of their problem solving, *develop
own reasoning, enquiry, critical and
creative thinking and
evaluation skills
 Suggested activities

http://www.scienceacross.org/index.cfm?fuseact
ion=content.showhomepage&CFID=1219843&C
FTOKEN=94713940

To choose a topic and develop it with the help

of parents, members of the local community,
etc.
 Total immersion programmes
Begin in kindergarten or
during the first year of
school
The curriculum is delivered
through the medium of the
first language
Teacher: *speaks the
immersion language, *puts
stress on communication
skills (emphasis on fluency
than on accuracy)
Strategies: repetition and
gestures
Language: presented
systematically and
unsystematically
Goals: *functional
fluency in a second
language, *development
of their mother tongue,
*curriculum expectations
in all subjects, *an
appreciation on their own
culture (s) and the
culture (s) related to the
immersion language
 Bumps in the road to good practice in
CLIL
Attitude

Grasping the Interfering with content

concept and acquisition
grappling with
misconceptions Suitable for the brightest
students

Just-in-case approach
The shortage of CLIL teachers

Greater workload for teachers;

shortage of materials

School administrators understanding

the implications of CLIL programming