CLIL CLIL principles UNIT 3

UNIT 3

CLIL PRINCIPLES1
INTRODUCTION
Teachers who are going to teach a non-linguistic area in English require competence in the
foreign language, and also, Methodology and Strategies.
They have to:
• Plan activities that suit different kinds of learning styles,
• Use scaffolding techniques,
• Work systematically on the subject language and on the interaction language using real
materials in real situations with meaningful activities.
This unit will focus on the study of the most important principles of CLIL and the use of a foreign
language in the teaching and learning of non-linguistic areas and the strategies and scaffolding
needed for doing so.
After some time working with CLIL teachers become more creative and self-confident. They are
able to design units, to create or adapt their own material and therefore, develop their
professional competence.

In this unit you will learn:

• CLIL’s origins, variants and implementation models.

• Reading and writing skills.

• Functional bilingualism.

• Core features of CLIL

• The 4C’s framework

• English as a medium of instruction.

• Key elements in supporting language learning in content classes.

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Source:
http://cefire.edu.gva.es/pluginfile.php/498557/mod_resource/content/1/Unit%203%20CLIL%20PRINCIPLES%20%28UPDATED%29_pdf.pdf

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3.1 CLIL Definition 2

The European Union has created various acronyms to distinguish European bilingual education
efforts from other similar programmes elsewhere:
i. CLIL for Content and Language Integrated Learning
ii. EMILE for Enseignement d’une matière intégrée à une langue étrangère
iii. AICLE for Aprendizaje Integrado de Contenidos y Lengua
iv. TILC for Tractament Integrat de Llengua i Continguts .

CLIL is an umbrella term that embraces any type of programme where an additional language is
used to teach non-linguistic content matter. Therefore, CLIL as an educational concept is not
homogeneous it’s use depends on the educational system of a country, According to David
Marsh there is no single blueprint for CLIL.
In CLIL, content goals are supported by language goals, in addition to a focus on content and
language, there is a third element that comes into play: Learning skills which constitute the third
driver in the CLIL triad. These learning skills include the development and focus on student
cognition, usually referred to as thinking skills.
For many years, when CLIL played only a minor role in institutionalised teaching and learning,
methodological issues were neglected. In general, teachers taught their content subject in
the foreign language just as they would have taught it in their mother tongue. Similarly, language
teaching and learning in a CLIL classroom took place according to traditional language teaching
methodology. In some ways, the content of the content subject simply replaced the traditional
content of the language classroom, and apart from this the CLIL classroom was like a traditional
teacher-centred language or content subject classroom.
The situation has changed considerably in recent years. Educationalists and practising teachers
have realised that the pedagogical potential of CLIL is higher than they had anticipated, and a
number of more innovative advocates of CLIL insist that a specific CLIL methodology should
be developed. (Wolff 1997b, Thürmann 2000, Abendroth-Timmer et al. 2004).
Reading skills are regarded as highly important in the CLIL classroom. Most of the acquisitional
processes are related to reading comprehension: learners work with documents and other

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Source: http://www.clilcompendium.com/clilcompendium.htm)

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sources in order to acquire knowledge in the content subject. Although reading strategies play
an important role in all learning contexts, in CLIL they are crucial to the students' success or
failure. A specific CLIL methodology has to take this into account: thus, the promotion of reading
strategies plays an important role in all methodological discussions. And it must not be forgotten
that content subject work also includes specific reading skills: e.g. "reading" graphs, maps,
charts etc. Specific processing strategies have to be acquired which help learners to process the
information contained in these materials. In a way, the focus on processing strategies in the CLIL
classroom is characteristic of a new methodological approach, which is not only language-but
also content-based. Learners do not read texts in order to learn language but in order to acquire
knowledge in the content subject. This makes the whole learning process more skill-orientated
both with respect to language and to content.
This is also true of the productive skills. Whereas in the communicative language classroom the
promotion of oral skills is regarded as particularly important, in CLIL classrooms writing skills
take up a highly significant role. From very early on learners have to use the foreign language to
write down the results of what they have studied: they compose reports, definitions, compile
results of observations etc.
Methodologically, the CLIL classroom should not be characterised by monolingualism (i.e. using
the foreign language exclusively) but rather by functional bilingualism, i.e. using the mother
tongue and mother tongue materials when it is necessary to provide and promote a
multiperspectival, contrastive and integrated view of content. This approach is fairly new
compared to the theories brought forward in foreign language teaching methodology where the
exclusive use of the foreign language is seen as mandatory (cf. Otten & Wildhage 2003).

3.2 CLIL Core Features

Many of the core features of CLIL are not just specific to CLIL, but are part of basic good practice
in education. Even so, all need to be taken into account during the planning and delivery of CLIL
lessons. It is precisely the integration of many of these features into the average lesson, and all
of these features into one's teaching repertoire, which presents a challenge to teachers.

CLIL CORE FEATURES

Multiple focus Safe and enriching learning environment

• supporting language learning in content classes • using routine activities and discourse
• supporting content learning in language classes • displaying language and content throughout the
• integrating several subjects classroom
• organizing learning through cross-curricular • building student confidence to experiment with
themes and projects supporting reflection on language and content
the learning process (cognition) • using classroom learning centres (such as the
• supporting reflection on the learning process maths corner, the science corner...)
(cognition) • guiding access to authentic learning materials
and environments increasing student language
awareness
• increasing student language awareness

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CLIL CORE FEATURES

Authenticity Active learning

• letting the students ask for the language help • students communicating more than the
they need teacher (verbalization of procedures)
• maximizing the accommodation of student • students help set content, language and
interests ( e.g. in the selection of the topics, learning skills outcomes
tasks...) • students evaluate progress in achieving
• making a regular connection between learning learning outcomes
and the students' lives (e.g. personalizing the • favouring peer co-operative work( pair work,
tasks) group work, whole class)
• connecting with other speakers of the CLIL • negotiating the meaning of language and
language(e.g. participating in Comenius content with students
projects which include mathematical tasks) • teachers acting as facilitators
• using current materials from the media and
other sources ( coins, dices, on-line games,
etc.)

Scaffolding
Co-operation
• building on a student's existing knowledge,
skills, attitudes, interests and experience • planning courses/lessons/themes in
• repackaging information in user-friendly ways co-operation with CLIL and non-CLIL
(use of graphics, manipulatives,etc) teachers. (e.g. through a Comenius project)
• responding to different learning styles (visual, • involving parents in learning about CLIL and
kinesthetic, verbal...) how to support students (e.g. with meaningful
• fostering creative and critical thinking (e.g. in homework)
problem solving) • involving the local community, authorities and
• challenging students to take another step employers (e.g. with a project studying
forward and not just to coast in comfort (e.g. geometry in public buildings)
thinking of a different way of solving a problem)

3.3 The 4 Cs Framework

In CLIL, the primary focus is on substance (content) as opposed to form. In order to acquire new
knowledge and skills, people usually need not only to access new information, but also to
connect that information with their own existing knowledge, skills and attitudes. Moreover, as
meaning-making is both a personal and a social process (culture or community), new knowledge
and skills develop through personal as well as co-operative reflection/analysis (cognition) and
through a communicative process (communication).
The 4Cs Framework integrates four contextualized building
blocks: content (subject matter), communication (language
learning and using), cognition (learning and thinking processes)
and culture (developing intercultural understanding and global
citizenship). In so doing, it takes into account the integration of
content learning and language learning within a specific context.
and acknowledges the relationship that exists between these
elements. (Coyle , Hood, & Marsh, 2010)

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CONTENT: Progression in new knowledge, skills and understanding. It does not have to be part
of a discrete curriculum discipline such as Maths, it can be drawn from alternative approaches to
a curriculum involving cross-curricular and integrated studies.(Coyle,D. et al. 2010)
Classroom example: A game in which students have to go shopping to a supermarket and have
to use coins, they solve addition and subtraction problems, they have to choose the healthy
food, they have to consider the price, etc.
COMMUNICATION: Interaction, progression in language using and learning. Learners are
encouraged to produce subject language orally as well as in writing and to participate in
meaningful interaction. (Coyle,D. et al. 2010)
Classroom example: Students verbalize the steps that they have followed to solve a problem.
COGNITION: Engagement in High Order Thinking (HOT) and understanding, problem solving,
and accepting challenges and reflecting on them. CLIL is about allowing individuals to construct
their own understandings and be challenged –whatever their age or ability. (Coyle,D. et al. 2010)
Classroom example: Pupils solve a problem in pairs and then evaluate the different answers and
the different procedures.
CULTURE/COMMUNITY: “self” and “other” awareness, identity, citizenship and progression
towards pluricultural understanding. (Coyle,D. et al. 2010) CLIL offers rich potential for
developing notions of pluricultural citizenship and global understanding – but these need to be
planned and transparent (Commission of the European Communities, 2008)
Classroom example: Students solve a problem using different local measurement units
(students from different regions or countries, students participating in a Comenius project,
students in groups representing different countries, etc.)

3.4. English as a medium of instruction

Language learning in the CLIL classroom
It is assumed that the majority of students entering school have very little or no prior knowledge
of the CLIL language.
Although students are encouraged to use the CLIL language from the outset of the first lesson,
they will often answer questions in their first language. This is natural and should not be
discouraged. The teacher can recast the student's answer in the CLIL language. Also, giving
praise to students for even attempting to respond in the CLIL language will encourage them to
start using the language.
In CLIL classes, communication and learning take place in a student's additional language. In a
systematic manner, teachers begin to provide students with second-language discourse
patterns and vocabulary, while also teaching content and guiding students towards
accomplishing concrete tasks.
Although the building blocks of language are provided systematically, teachers also respond to a
student's immediate linguistic needs as they arise. When a student wants to say something that
is important to him or her, but lacks the needed word or expression, it is given to him or her right
away. Within a few months of starting the programme, students are usually able to use the CLIL
language for almost all classroom communication.
Language learning, which is certainly not considered incidental by parents or teachers, in many

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ways is incidental to the students. They are above all interested in the subject content, not the
vocabulary and mechanics of the CLIL language. For students, language is a means to an end.
Yet the teacher always needs to be aware of language.
Initially, teachers often speak slowly and use plenty of repetition, demonstrations, visuals and
"realia". Later, teachers speak at a more natural pace and encourage peer co-operative and
independent learning. They work to create a climate that fosters continuous language growth.
However, paradoxically, more language is learnt when the focus on direct language teaching is
reduced and the content teaching is increased. By guiding students through experiments or
activities that relate directly to their lives and communities, and by focusing on the learning of
content while providing language support, language learning is actually maximized.
The length of the activities delivered during CLIL lessons may need to be modified. At the start of
a CLIL programme, students learning in a second language may become tired more quickly than
students studying in their first language. Their attention span may be limited, as CLIL students
need not only to concentrate on the content, but on understanding the language as well.

Vocabulary knowledge has been identified as the most common obstacle to reading for
students who are learning non-linguistic areas in English.
Vocabulary may present special challenges for all students. New words have particular
importance, because they are, in effect, labels for the concepts and processes that are the core
of content-area domains. Understanding these words is essential to reading for comprehension
in content-area texts and fundamental to conceptual understanding. The link between word
knowledge and comprehension of content-area text and quality writing makes common sense.
A balanced approach to vocabulary instruction combines immersion in an environment rich in
vocabulary, elaborated interactions with important academic words, explicit instruction of a
limited number of well-chosen words, and instruction in strategies with which students can
acquire words independently.
Successful content-area instruction in English:
a. provides additional scaffolding for language.
b. makes connections to students' linguistic resources in L1.
c. provides additional opportunities for practice.
d. supports the development of strategic behaviour.

Supporting language learning in content classes

Whether it is content-obligatory or content-compatible language, there needs to be plenty of
opportunities for oral interaction among students. We do not learn to speak a language simply by
listening, reading or writing. For new language to take root, we need to use it in conversation
before it can become a lasting part of our output repertoire. The multi-faceted nature of the
CLIL approach involves an extra focus on student interests, peer co-operative work and
the fostering of critical thinking, among other methodological strategies. These foster the
learning of content and provide increased forums for discussing and communicating about
content. These increased opportunities support language learning. This view is supported by
feedback received from CLIL teachers in the field.

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KEY ELEMENTS IN SUPPORTING LANGUAGE LEARNING IN CONTENT CLASSES

1. Create a psychologically and physically safe environment
Students must feel free to experiment with the language and not fear making mistakes. Students
of all ages need to understand that they, too, must help create an environment where their
classmates will feel comfortable -safe from ridicule, sarcasm or physical aggression. This is
done through having the class establish rules and through adherence to those classroom rules;
by dealing with problems through discussion; by providing positive reinforcement for efforts to
communicate constructively; and by encouraging students to analyse and improve their own
commentary, verbal and non-verbal reactions and behaviours. Above all, it is paramount to
believe that your students will succeed and to demonstrate your faith in them.
2. Consistently use one language
Always strive to use the target language. Initially, when necessary, a student can summarize in
the first language what was said in the CLIL language.
3. In the beginning, it is acceptable for students to use the first language
Expect students at the primary level, who are at the start of a programme, to answer initially in
their own language. They will often immediately verbalize structures taught to them in the target
language; however, do not expect spontaneous self-expression in the target language before
the third or fourth month. During these first months, the students are developing their receptive
language skills. More and more, they will understand what you say to them, although they will not
yet be able to express themselves easily in the target language.
Expect primary students to mix languages during the first half of the year, in particular.
Encourage the use of the CLIL language at all times.
In secondary and vocational CLIL classes, students will also mix languages. This facilitates
communication. Give the students the needed phrases in the CLIL language and when possible
write them on the board. Once an expression has been used, consider it to be part of the
classroom repertoire. To help students avoid the temptation of relying on you as the only source
of language, you can also ask individuals who are having trouble finding the right word how to
get the point across in another way. You can ask other students for input or guide the student to
a dictionary or a vocabulary wall. In anticipation of language needs associated with a new topic,
some of the language can be posted on the wall or on the board in advance.
4. Speak slowly and articulate clearly
Speak very clearly when introducing new language and structures. However, be careful not to
exaggerate words or speak unnaturally slowly. When planning, be aware of the number of new
words or structures you are introducing the students to at any one time. They will need to be
challenged yet comfortable, not frustrated or overwhelmed.
5. Use an appropriate level of language
Avoid structures that are too complicated for your students, but speak in a grammatically correct
manner. In order to keep challenging your students, use a level of language in class that is one
step ahead of theirs - enough to make them work at it without making it too hard.
6. Use facial expressions, gestures and pictures to reinforce meaning
Contrary to what is often common practice, have students listen carefully to the new words to try
and discover the meaning in the target language before you show the visual aids. This way, the

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idea registers first in the target language.

7. Repetition is required
Repetition will help students to grasp meaning and create a sense of security.
They will begin to repeat to themselves the new vocabulary as they develop their receptive
language skills. When they become more comfortable with the language, they will begin to
repeat the vocabulary out loud and express themselves somewhat more spontaneously. In
particular, with younger students, this is where an established routine for the beginning of each
day helps.
8. Make it meaningful
The language, themes and content of classroom lessons must be relevant and of interest to the
students. Initially, this means focusing on the students themselves, their family, their school and
the community. Later on, it can include music, local issues, school events, the environment,
problems in the community, community workers, sports, fashion, healthy lifestyles, etc.
Also, by concentrating on solving problems that require critical thinking and co-operation with
small groups of peers, students become more engaged and interested in learning. By tapping
into the experiences, personal interests and background of the students, and by really
challenging them to think, the work students do in school becomes more meaningful, authentic
and relevant to their lives.
9. Provide a variety of language models
Students need to hear the CLIL language spoken by different people in different contexts. The
language of school does not always suit everyday situations. Invite guests into the classroom
and arrange field trips. Establish a buddy system between classes, pairing each younger student
with an older student, and arrange for them to meet once or twice a week. Join international
projects or set up a project with a school in another country with students for whom the CLIL
language is a second or first language. Create assignments that require students to use
native-language resources such as music, video clips, blogs or home pages.
10. Create a wealth of opportunities to use the language
Proactive strategies such as group-work, pair-work and activity centres are more effective than
having a class do primarily written exercises, which you then correct by having one student
respond at a time. By understanding the students' current state of knowledge and their attitudes,
by taking into account different learning styles, you can develop programmes and activities that
meet a variety of their needs.
Ideas, lessons and activities must be presented within contexts that are relevant to the students.
Students will learn the language by using it. Peer co-operative work (pair and groupwork) that is
focused on problem-solving activities can be particularly useful. This provides them with
opportunities to develop collaborative skills and to gain confidence in presenting their own ideas
and opinions to their peers.
11. Communication is of primary importance
It is more important for students to communicate than to worry about having perfect grammar. A
student should receive positive reinforcement for speaking, and for speaking correctly. The
teacher can model the right word or phrase, or correctly recast a faulty sentence. As students
progress, you can prompt or guide them to self-or peer-correction. Once the student has
corrected the error, continue the dialogue. Where possible, students can take the lead in

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conducting a conversation.
This empowers them and supports the development of a classroom culture where students
assume ever-increasing responsibility for their learning.
12. Create a wide variety of opportunities to develop all four language skills -listening,
speaking, reading and writing
Each language skill reinforces the other. Look for opportunities to combine all four skills into one
activity or a series of activities. For example, if you are discussing globalization, first have the
students write down some of their own thoughts about the pros and cons of globalization. In
pairs, each student could read what the other wrote. The two students can then combine their
answers into one written statement.
They can practise presenting their conclusions. One pair then presents to another pair. The two
pairs discuss their differences and try to establish one common text.
13. Work systematically to build equal status for languages used in the school
All languages learnt and used in the school deserve equal attention. For example, opportunities
should be taken to make announcements in the languages of the school. Student assemblies
could include performances in the CLIL language. You can model the value of the CLIL
language by speaking to students and colleagues outside the classroom in the halls or cafeteria.
Sheltered opportunities for communication with peers from abroad, who speak the CLIL
language, and with non-CLIL students can help students understand the benefits of language
learning. Most students perceive international communication to be exciting. Languages can
further be brought into the school ethos by creating opportunities for bringing various languages,
including the students' native language(s), into the school during assemblies and fairs.
14. Set high, but realistic expectations
Do not underestimate what your students or you can do. Have high, but realistic expectations. At
the same time, students need to see those high expectations as attainable and fair. Also, search
for the negative expectations that you have about students and work to replace them with
positive expectations. Above all, expect effort and dialogue from your students about the
learning process. If students are having trouble meeting expectations, build scaffolds to support
them in their efforts. High expectations help to reinforce the meaningful nature of school: they
help students to concentrate on learning and to behave better. They lead to greater
achievement.
For example, if students are writing letters to a politician, they would be expected to use the
appropriate level of language and to make realistic proposals for solving an issue of concern.
This may involve providing them with a general structure for the letter and typical discourse
patterns. However, students would also be expected to polish language and style, as well as
analyse the extent to which their proposals are logical and realistic.
15. Find ways of recognizing student effort and success
Reward effort. Also, reward co-operation, peer teaching, self-reliance, analysis of the learning
process, task completion, progress in meeting planned outcomes, as well as achievement in all
subject areas. Every student needs well chosen moments in the limelight.
Avoid constantly saying well done –it can be considered to be empty praise. Effective
recognition is specific and consists of both analysis and some form of public recognition. Give
students an opportunity to speak about how they achieved their result. Listening equates with

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recognition. Display student work in the classroom and hallways. Exhibit project work in the
library. Invite someone to see and comment on the work.
Separate praise from advice about how to move forward. The easiest way to do this is by
banishing the word but. For example, skip the second half of the following sentence. The graphs
you used and the repetition of key messages helped make the presentation a real success, but
you have to be careful not to get carried away with the repetition. The word but cancels out the
reinforcement.

VIDEOS ON CLIL
CLIL for the Knowledge Society (David Marsh / Eurydice)
Source: http://www.youtube.com/watch?v=TGnkEMjBg4g&feature=youtu.be

Why CLIL?
Source: http://www.youtube.com/watch?v=9HhVnG0AYfI&feature=youtu.be

David Marsh on CLIL

Source: http://www.youtube.com/watch?v=-Czdg8-6mJA&feature=youtu.be

IATEFL 2009 CLIL Debate - Peeter Mehisto

Source: http://www.youtube.com/watch?v=zmR1IABVpMQ&feature=youtu.be

CLIL for the Knowledge Society (María Jesús Frigols)

Source: http://www.youtube.com/watch?v=8YwABHYvHwM&feature=youtu.be

Do Coyle - Levi Think Tank 2009 - CLIL Cascade Network

Source: http://www.youtube.com/watch?v=LUiMLDivK2Q&feature=youtu.be

Sir Ken Robinson Speaking on Education and Creativity

Source: http://www.youtube.com/watch?v=ga2CYYCrtNE&feature=youtu.be

RSA Animate - Changing Education Paradigms

Source: http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=youtu.be

TO KNOW MORE
For further information, you can visit the following links:
* Read the article Teaching Science through English, a CLIL approach by Cambridge ESOL
TKT
Source: https://www.teachers.cambridgeesol.org/ts/digitalAssets/117041_Teaching_Science_through_English_-_a_CLIL
_Approach.pdf

* And complete the TKT CLIL Sample Paper

Source: https://www.teachers.cambridgeesol.org/ts/digitalAssets/113101_LIBS_TASK_MS_Word_CLILS_SAMPLE_PAP
ER_2009.pdf

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