Theme: “Introduction to Content and

language integrated learning (CLIL)”

Definition of CLIL from the point of view of David Marsh, Do
Coyle, etc.
The 4’C and 5’C principles of CLIL.
Bloom’s Domains of Learning.
The Cognitive Domain (Bloom’s Taxonomy). The Affective
Domain. The Phychomotor Domain.
J. Cummins’ Cognitive Theory of Bilinguism (CALP & BICS).
Represent the sample CLIL lessons for developing of 5’C skills.
Definition of CLIL from the point of view of David
Marsh, Do Coyle, etc.

Integrative learning is a learning theory

describing a movement toward integrated
lessons helping students make connections
across curricula. This higher education concept
is distinct from the elementary and high school
"integrated curriculum" movement.
Theoretical Framework. Defining Content and Language Integrated
Learning (CLIL). Content and Language Integrated Learning (CLIL) is
an educational approach to learn content from different subjects
through an additional language, which is a foreign language (FL) or
second language (L2). The CLIL purpose is teaching both the content
and the language at the same time. The CLIL approach is a dual-
focused educational approach that makes use of an additional language
in the learning and teaching of content and language. Consequently,
CLIL uses the target language to teach students both content and
language.
«CLIL refers to situations where
subjects, or parts of subjects, are
taught through a foreign language
with dual-focussed aims, namely the
learning of content, and the
simultaneous language» learning of
a foreign Marsh D., 1994
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The founders of CLIL. The
acronym CLIL was coined by
David Marsh, a member of a
team working in the area of
multilingualism and bilingual
education Finnish at the
University Jyväskylä in 1994
The founders of CLIL Coyle's (2005) model Do
Coyle (2005), one of the most relevant academics of
CLIL, was who spread the scope of the term by
specifying four guiding principles upon which a CLIL
programme should be established. These principles
are:
1. content,
2. communication,
3. cognition
4. culture.
The 4 C's of CLIL Communication Producing subject
language in both oral and written forms. Encouraging
students to participate in meaningful interaction in the
classroom. Increasing STT (Student Talking Time) and
decreasing TTT (Teacher Talking Time). Encouraging self-
evaluation and peer and group feedback. By producing the
target language while studying curricular subjects, students
show that subject knowledge and language skills are
integrated. Eeniny, K (2010 Te THT Gauron. GL. Mihule
Centriiye CUP
The 4 C's of CLIL Cognition CLIL promotes
cognitive or thinking skills which challenge
learners. • Cognitive skills include reasoning,
creative thinking and evaluating. • Learners'
thinking processes are analyzed for their
language demands • Learners are taught the
language they need to express their thoughts
and ideas. 2:0 T THT Gurar. CLN. Mudole
Cemtrige
The 4 C's of CLIL Culture · Learners learn about the role of
cuiture to be able to understand themselves and other
cultures. • Learners may need to communicate in a non-
native language with learners who may have different home
languages as well as different social and cultural
backgrounds. those who live in other Learners need
knowledge about regions or countries. Learners can be
introduced to a wide range of cultural contexts. Learners
need to develop positive attitudes and become aware of the
responsibilities of global as well as local citizenship. Beiny,
K 20:0 T THT Gaurar. CLN. Mudole Cemtrige CUP