CLIL

CONTENT AND LANGUAGE INTEGRATED LEARNING

Sergio F Déniz
Plácido Bazo
Isabel La Roche
 WHAT IS CLIL?

“CLIL is a dual focused educational approach in which

an additional language is used for the learning and
teaching of both content and language” (Marsh 2001)
 CLIL

It is an approach where these subjects are taught

through a language different from the mother
tongue.

* Natural sciences
* Social sciences
* Physical Education
* Arts and crafts
 CLIL

* Origin: Roman Empire

* Globalization (the forces of economic and social convergence)

* The learning of a language is different in countries

and regions but the objectives are the same (PISA
(Programme for International Student Assessment), OECD
(Organization for Economic Cooperation and Development) )
 CLIL
* Europe: it is matter of wanting to be plurilingual, language
learning promotion and success in life.

* The rest of the world: English as a vehicular language in some

parts but not everywhere; Languages other than English.

* The CLIL teacher is not a standard teacher, he/she is a subject

teacher and a language teacher at the same time.
The 4 5 Cs Framework (Coyle, 1999)

They are interrelated components of CLIL

* Content (the subject matter)

* Cognition (learning and thinking process)

* Communication (language learning and using)

* Culture (developing cultural understanding & global citizenship)

We have to add one more C

* A new C for Key Competences

 The 5 Cs

* Content (the subject matter)

* It refers to the curricular subjects apart from languages, which

can be taught through the target language. (specific
competences and evaluation criteria)

* These include: Arts and Crafts, Information Computer

Technology (ICT), Literacy, Maths, Music, Physical Education
(PE) Philosophy, Religious Education (RE), Natural Sciences,
Social Sciences, among others.
 The 5 Cs
* Cognition (learning and thinking process)
■ It deals with thinking skills. In addition to thinking skills such as remembering,
identifying and defining, examples of those needed for academic study are: reasoning,
creative thinking, evaluating ……
■ Related to the 5th specific competences of the English subject (EFL) (RD 157/2022)
■ Related to the 2nd content block of Basic Knowledge - Plurilingualism (RD 157/2022)
 The 5 Cs
* Communication (language learning and using)

■ Learners are encouraged to produce subject language orally as well as in writing and to
participate in meaningful interaction. Peer feedback is valued. One of the main CLIL aims
is to increase student talking time (STT) and reduce teacher talking time (TTT).

■ Related to the main 4 specific competences of the English subject (EFL) (RD 157/2022)
(CEF, 2019)
● Reception
● Production
● Interaction
● Mediation

■ Related to the first content block of Basic Knowledge - Communication (RD 157/2022)
 The 5 Cs
* Culture (developing cultural understanding & global citizenship)
■ Learners in CLIL are encouraged to think of themselves as part of a larger group in
society and to respect how others live and learn

■ It promotes the understanding of other cultures

■ Related to the 6th specific competence of the English subject (EFL) (RD 157/2022)

■ Related to the 3rd content block of Basic Knowledge - Interculturality (RD 157/2022)
 The 5 Cs

* CLIL and the Key Competence approach are perfectly

compatible

* Key Competences (set of skills, attitudes and content to be able

of facing the present and future life challenges)

* We cannot forget the key competence approach as part of a

holistic way of learning. Both contributes to make the learning
process as contextualized and integrated as reality is.
The Language Triptych (Coyle, 2010): Language
of learning

* It is the language the learners need to access basic

concepts and skills related to the subject matter they
are working with.

* It deals with the vocabulary and structures which are

useful to use the language in a meaningful learning.
 The Language Triptych (Coyle, 2010):
Language for learning

* It deals with the kind of language learners need to operate in a foreign

language environment.

* Learners need strategies to carry out the tasks in groups or pair work,
such as

* describing,
* evaluating,
* drawing conclusions,
* discussing,
* debating,
* enquiring …
The Language Triptych (Coyle, 2010): Language
through learning

* It is based on the principle that effective learning takes place

with active involvement of language and thinking

* It involves using feedback, assessment, presenting evidences,

gathering information….
The dichotomy BICS/CALPS (Cummings,
1984)

* To find a balance between the combination of BICS

and CALP in any CLIL learning situation or activity.
CLIL social task

Discovering the wild

(6th Primary)
 CLIL social task
AIMS

* To make a presentation on genially as they will be working in a science museum.

Thus, to practice the productive skill of speaking in a contextualized way.

* To learn about the fauna in the Canaries and discover specific concepts about it
as well as create specific discourse for it. To use new knowledge for current
needs.

* To work in teams cooperatively for reaching new goals.

 CLIL social task
KEY COMPETENCES
✓ Literacy competence
* Focus on reading and speaking, but also writing.
✓ Multilingual competence
* They use the English language in order to learn and create meaningful knowledge.
✓ Digital competence
* Use of ICT for searching information and creating the presentations for the science museum
✓ Personal, Social and Learning to learn competence
* They will assess their learning through the use of rubrics
* They will learn how to create an effective presentations due to the tips they teacher will provide to
them.
* They will learn how to give a professional oral presentation
✓ Citizenship competence
* They will work cooperatively in teams
* They will create a useful product for the society
✓ Mathematical competence and basic competence in science, technology and engineering
* They will work on the natural science curriculum in a pragmatic way.
* They will learn new knowledge and use the previous knowledge for specific and real purposes.
CLIL social task
CONTENT
 CLIL social task
COGNITION

* Predicting information

* Making comparisons

* Developing ideas

* Hypothesizing and applying information

* Being critic with the work they carry out

CLIL social task
COMMUNICATION
 CLIL social task
COMMUNICATION

■ LANGUAGE OF LEARNING

* Key vocabulary: fur, scales, shell, gills, lungs, oviparous, viviparous,

spikes, tentacles, exoskeleton, pores.
* Main structures: They are…/ They have…/ it has…
 CLIL social task
COMMUNICATION

■ LANGUAGE FOR LEARNING

❑ Linguistic Functions

* Making descriptions (New)

* Expressing opinions (Review)
* Making comparisons (New)
* Asking and answering questions (Review)
 CLIL social task
COMMUNICATION

■ LANGUAGE THROUGH LEARNING

* Online dictionary use for vocabulary comprehension

* Language to carry out the activities
* Questions that come up through the lessons
* Researching
 CLIL social task
CULTURE
* To discover the different living things that live around the world
(different habitats)

* To appreciate differences between the animals in different countries

(i.e. polar bear, grizzly bear, etc.)
 CLIL social task
ASSESSMENT CRITERIA

■ Must assess both English and Natural Sciences

✓ Design of different rubrics for assessing
* Teamwork – co-assessment
* Individual work – self-assessment
* Teacher’s assessment
✓ Use of portfolios/diaries
✓ Select specific thinking routines to encourage the
development of metacognition too
 MAIN REFERENCE

* Coyle, D. y otros. (2010). Content and language

integrated learning, C.U.P