A window to CLIL

What is Content and Language

Integrated Learning (CLIL)?

• What do you think CLIL means? Discuss in

teams of 3 or 4 people and come up with a
definition.
 Different definitions of CLIL across
time
• Try to match the definition to the year:
Different definitions of CLIL across
time
 What is CLIL?
• CLIL is an educational approach which integrates
the teaching of content from the curriculum with
the teaching of a non-native language.
• In the teaching and learning process, there is a
focus not only on content, and not only on
language. Each is interwoven.
• CLIL is not a new form of language education. It is
not a new form of language education or a new
form of subject education. It is an innovative
fusion of both.
 CLIC vs CBI
• CLIL shares some basic theories and practice with
Content-based instruction, but there are some
fundamental differences.

• What do you think the main difference is?

 CLIL vs CBI
• Even when both are content-driven, the main
difference is the language instruction. While CBI
only uses the target language as the means for
instruction, CLIL incorporates the L2 instruction.
 AIMS of CLIL
• CLIL aims to:
• introduce learners to new concepts through studying
the curriculum in a non-native language
• improve learners’ production of the language of
curricular subjects
• improve learners’ performance in both curricular
subjects and the target language
• increase learners’ confidence in the target language
• provide materials which develop thinking skills from
the start
• make the curricular subject the main focus of
classroom materials.
 Benefits of CLIL
We know from research that compared with learners
who study English in ELT classes, learners who start CLIL
in primary schools are, by the time they finish primary
education:
• more confident using the target language as well as
their L1;
• more sensitive to vocabulary and ideas presented in
the target language and in the L1;
• they have a more extensive and varied vocabulary;
• they reach higher levels of English than those
reached in ELT courses.
 Benefits of CLIL
• In secondary schools, CLIL usually leads to better
language proficiency and has positive effects on L1
proficiency.
• In addition, learners’ subject knowledge is about the
same as if taught in L1.
• Brain research shows that in CLIL, learners are more
cognitively active during the learning process.
 Benefits of CLIL
• Putting aside the often-cited advantages which a CLIL
approach offers – such as enabling learners to access
subject-specific vehicular language terminology, or
otherwise preparing them for future studies and/or
working life – there is the issue of advancing a
learner’s cognitive development .
• The ability to think in different languages, even if to a
modest extent, can have a positive impact on
content learning.
• From this perspective, CLIL not only promotes
linguistic competence, it also serves to stimulate
cognitive flexibility
 CLIL vs ELT
• Based on what you have learned today, do you
think CLIL is a complement or a replacement
of ELT?
 CLIL vs ELT
• CLIL is a great complement to the L2 class.
Understanding this depends on recognizing the
subtle overlap between language learning
(intentional) and language acquisition (incidental).
• The L2 classroom is essential for the learner to
understand the “nuts and bolts” of language
(grammar, vocabulary, pronunciation etc.). But there
is no enough time in the classroom for the L2 teacher
to go beyond this essential part of the learning
process. And learners need time and opportunities to
practice. CLIL offers that plus going beyond.
 CLIL models and types
• ‘CLIL’ is a term used to cover a range of contexts
and models.
• Some schools teach topics from the curriculum as
part of a language course. This is called soft CLIL.
• Other schools teach partial immersion programs
where almost half the curriculum is taught in the
target language. This is called hard CLIL.
• Mid-way between these models, some schools
teach a modular CLIL program where a subject
such as science or art is taught for a certain
number of hours in the target language.
 Reflect
• How do you think this class will help your future
teaching practice?
1) Write it down
2) Discuss
 CLIL models and types
• The table below shows examples of three
possible CLIL models: language-led, subject-led
and partial immersion.
 What are the 4 Cs of CLIL?
• CLIL is sometimes referred to as having ‘4 Cs’ as
components: content, communication, cognition
and culture (Coyle, 2007; Coyle, Hood and Marsh,
2010).
• This is a useful description because the
integration of content, communication, cognition
and culture is one way to define teaching aims
and learning outcomes.
• The 4 Cs are connected.
 The 4 C’s: Content
• The curricular subjects taught in CLIL include art,
classics, design and technology (DT), economics,
environmental studies, geography, history,
information and communication technology (ICT),
mathematics, music, physical education (PE),
philosophy, politics, religious studies (RE),
science, social science and technology.
 The 4 C’s: Content
• Some CLIL programs develop cross-curricular links
among different subjects. For example, learners
might study the history, geography and art of a
particular area.
• This often happens in elementary schools.
• In all CLIL contexts, we need to analyze content
for its language demands and to present content
in an understandable way.
 The 4 C’s: Communication
• Learners have to produce subject language in
both oral and written forms. We therefore need
to encourage learners to participate in
meaningful interaction in the classroom.
• CLIL aims to increase STT (student talking time)
and reduce TTT (teacher talking time).
• We should also encourage self-evaluation and
peer and group feedback
 The 4 C’s: Communication
• When learners produce the target language while
studying curricular subjects, they show that
subject knowledge and language skills are
integrated.
• ‘By using the language for learning content,
communication becomes meaningful because
language is a tool for communication, not an end
in itself’ (Pérez-Vidal, 2009).
 The 4 C’s: Cognition
• CLIL promotes cognitive or thinking skills which
challenge learners. We need to develop learners’
cognitive skills so they can study subjects from
the curriculum.
• These skills include reasoning, creative thinking
and evaluating. ‘Good CLIL practice is driven by
cognition’ (Mehisto, Marsh, Frigols, 2008).
• We also need to analyze thinking processes for
their language demands and to teach learners the
language they need to express their thoughts and
ideas.
 The 4 C’s: Culture
• The role of culture, understanding ourselves and
other cultures, is an important part of CLIL. ‘Culture
is at the core of CLIL’ (Coyle, 2007).
• Learners sometimes need to communicate in a non-
native language with new arrivals who may have
different home languages as well as different social
and cultural backgrounds.
• Learners need knowledge of those who live in other
regions or countries.
 The 4 C’s: Culture
• CLIL gives us opportunities to introduce a wide range
of cultural contexts.
• We want to develop learners who have positive
attitudes and who become aware of the
responsibilities of global as well as local citizenship.
• Inside the classroom, we should value different
home languages. Beyond the classroom, we can
make links with partnership schools and make use of
the Internet to communicate with learners across the
world about, for example, local environmental
projects.
 Key concepts
• A researcher in bilingual education, Jim Cummins,
described BICS and CALP
• BICS (Basic Interpersonal Communicative Skills)
• CALP (Cognitive Academic Language Proficiency)
 Key concepts
• BICS (Basic Interpersonal Communicative Skills): are
skills needed for social, conversational situations.
• Research with immigrant learners in Canada
(Cummins, 2001) showed that most learners
achieved BICS after two to three years of education
in the target language.
• Language learning is contextualized and supported
by teachers and resources.
• Tasks associated with BICS are often less cognitively
demanding.
 Key concepts
• CALP (Cognitive Academic Language Proficiency)
• According to Cummins and other researchers, it
takes learners at least five years to achieve CALP,
which is a level required for academic school study.
• Language used in subject teaching is often abstract
and formal and therefore it is cognitively demanding.
• Teachers need to recognize when learners should
move from BICS towards CALP and provide support.
• Examples of the use of cognitively demanding
language are: justifying opinions, making hypotheses
and interpreting evidence.
 Follow-up activity #1
• Look at these materials (1–4) from
coursebooks.
• Which are from ELT books and which are from
CLIL books? How do you know?
• Analyze them based on the 4 Cs as well as
BICS and CALP.
 Follow-up activity #2
• http://archive.ecml.at/mtp2/clilmatrix/en/qm
ain.html
 CLIL Quiz
1. CLIL is
A. about learning a new language quickly.
B. a method for thinking in English.
C. an approach with many different methodologies.
2. Communication in CLIL aims to
A. develop skills to express ideas in curricular subjects.
B. increase the use of TTT across the curriculum.
C. encourage listening skills in cross-curricular work.
3. One of CLIL’s aims is to
A. improve the L1.
B. increase learners’ confidence in using grammar.
C. provide cognitive development for learners.
4. In the CLIL classroom, BICS helps learners
A. use ICT across the curriculum.
B. develop basic conversational language.
C. improve their thinking skills.
5. In the CLIL classroom, CALP helps learners
A. communicate in everyday situations.
B. develop thinking skills for studying subjects.
C. do tasks such as copying and repeating new
subject language.
6. Studying curricular subjects in CLIL helps learners
A. develop better pronunciation for all subjects.
B. improve their reading and writing skills during all
lessons.
C. understand new subject knowledge and language
together.
 The development of CLIL
• Why do you think there has been a recent
growing interest in CLIL?
 The development of CLIL
• Globalization
 The needs of society change (education
needs, communication needs)
 Different needs according to country and
region
 Competitiveness
 Global comparative measures (PISA, OECD)
 The development of CLIL
• New general education/SLA theories
 ‘Cognitive revolution’ in the 1950’s as a
response to behaviourism
 Focus on cognition and communication
 Perspectives that had an immense impact
of education theory: socio-cultural and
constructivist perspectives
 The development of CLIL
• Parallels between general learning theories
and SLA
 Socio-cultural theory and certain aspects of
constructivism (scaffolding, previous
knowledge)
 This overlap in theories makes it logical to
combine content and language learning, as
both can be successfully achieved
 The development of CLIL
• Consolidating CLIL as an educational approach
Over the last few years, education has been
reaching new thresholds as a result of the
ability not only to study behaviour and
performance, but also to see the inside the
“learning brain”.
 As these different elements of learning
come together, a new wave of knowledge is
consolidating the position of CLIL as an
educational approach.
 The development of CLIL
• Consolidating CLIL as an educational approach
Over the last few years, education has been
reaching new thresholds as a result of the
ability not only to study behaviour and
performance, but also to see the inside the
“learning brain”.
 As these different elements of learning
come together, a new wave of knowledge is
consolidating the position of CLIL as an
educational approach.
 The development of CLIL
• Consolidating CLIL as an educational approach
 The term CLIL was adopted in 1994 to
describe and design good practice in school
envirnoments where teaching and learning
take place in an additional language
 The development of CLIL
• How do you think technology has changed
education?
• Do you think new generations (Generation Y, 1980-
1995, and Z, 1995-2015) have changed the way
they learn?
• If so, how the way they learn differs from previous
generations?
• What do you understand by these two learning
perspectives: “learn as you use, use as you learn”,
and “learn now for use later”?
 The development of CLIL
• Do some research online about how
generations Y and Z learn and write down a
report
• Include some suggestions for teachers based
on your research
 The development of CLIL
• Adapting to a new learning mindset
 Digital natives vs Digital Immigrant