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What is CLIL?
Content and Language Integrated Learning (CLIL) is a dual focused educational approach in
which an additional language is used for the learning and teaching of both content and language.
That is, in the teaching and learning process, there is a focus not only on content and not only on
language. CLIL is not a new form of language education. It is not a new form of subject
education. It is an innovative fusion of both.
An additional language is often a learners foreign language but it may also be a second
language or some form of heritage or community language.
CLIL developed as an innovative form of education in response to the demands and expectations
of the modern age. CLIL is not merely a convenient response to the challenges posed by rapid
globalization; rather it is a solution which is timely, which is in harmony with broader social
perspectives and which has proved effective. The essence of CLIL is integration. This integration
has a dual focus.
1) Language Learning is included in content classes (eg. Maths, History, Geography,
Science, etc). This means repackaging information in a manner that facilitates
understanding. Charts, diagrams, drawings, hands-on experiments and the drawing out of
keys concepts and terminology are all common CLIL strategies.
2) Content from subjects is used in language-learning classes. The language teacher,
working together with teachers of other subjects, incorporates the vocabulary, terminology
and texts from those other subjects into his or her classes. Students learn the language
and discourse patterns they need to understand and use the content.
In addition to a focus on content and language, there is a third element.
3) Learning Skills that supports the achievement of content language goals.
The three goals of content, language and learning skills need to fit into a larger context.
CLIL is an umbrella term covering a dozen or more educational approaches (eg. Immersion,
bilingual education, multi-bilingual education, language showers and enriched language
programmes) what is new about CLIL is that it synthesizes and provides a flexible way of
applying the knowledge learnt from these various approaches.
CLIL allows for low to high intensity exposure to teaching / learning through a second language.
Cognition: developing thinking skills which link concept formation (abstract and
concrete), understanding and language. In order to be effective, CLIL must challenge
learners to create new knowledge and develop new skills through reflection and
engagement in higher-order as well as lower-order thinking.
Culture: self and other awareness, identity, citizenship and progression towards
pluricultural understanding. Studying through a different language is fundamental to
fostering international understanding. If learners understand the concept of otherness
then this is likely to lead to a deeper understanding of self.
3. Authenticity
- Letting the students ask for the language help they need.
- Maximizing the accommodation of student interests.
- Making a regular connection between learning and the students lives.
- Connecting with other speakers of the CLIL language.
- Using current materials from the media and other sources.
4. Active learning
- Students communicating more than the teacher.
- Students help set content, language and learning skills outcomes.
- Students evaluate progress in achieving learning outcomes.
- Favouring peer co-operative work.
- Negotiating the meaning of language and content with students.
- Teachers acting as facilitators.
5. Scaffolding (e.g.: providing a glossary)
- Building on a student`s existing knowledge, skills, attitudes, interests and
experience.
- Repackaging information in user-friendly ways.
- Responding to different learning styles.
- Fostering creative and critical thinking.
- Challenging students to take another step forward and not just consist in comfort.
6. Co-operation
- Planning courses/lessons/themes in co-operation with CLIL and non-CLIL teachers.
- Involving parents in learning about CLIL and how to support students.
- Involving the local community, authorities and employers.
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Language in CLIL
In a systematic way, teachers begin to give sts L2 discourse patterns and vocabulary, while also
teaching content and guiding sts to accomplish tasks. Teachers also respond to a sts immediate
linguistic needs as they arise. Sts are given nedded words or expressions right away. In a few
months sts can use L2 for almost all classroom communication. For sts lg is a means to an end.
However, teacher has to be aware of lg.
The language Triptych
Lg of learning : Content-obligatory language: the lge the sts absolutely must know. It
enables sts to acquire concepts, ask questions explain understanding, demonstrate mastery and
prepare for future learning in the area. It includes technical vocabulary, special expressions,
multiple meanings of words, syntactical features, lge functions.
Lg for learning: Content-compatible language: the helpful but not absolutely necessary lge.
It interest sts because they use it to express their thoughts in relation to the topic.
Lg through learning. New lge will emerge trough learning. It includes recycling discussion skills
at a higher level , presenting evidence, using feedback, dictionary skills.
Language learning: To really learn a lge. we need to use it in conversation. CLIL involves an
extra focus on student interests, peer co-operative work and the fostering of critical thinking.
These help the learning of the content giving opportunities to discuss and communicate about
the content.
Essential elements to support lg learning:
1. Create a psychologically and physically safe environment. Sts must feel free to experiment
with the lge. and not fear making mistakes.
2. Consistently use one lge. (the target lge.)
3. In the beginning it is acceptable if sts use L1. In the first four months the sts are
developing their receptive lge. skills.
4. Speak slowly and articulate clearly. When introducing new lge. and structures.
5. Use an appropriate level of lge.
avoid very complicated structures but speak
grammatically correctly.
6. Use facial expressions, gestures and pictures to reinforce meaning
7. Repetition helps sts to grasp meaning and gives them a sense of security.
8. Make it meaningful. First, focus on the sts themselves, their family, their school, and the
community. Later, you can include music, local issues, etc. concentrating on solving
problems is very engaging, too.
9. Provide a variety of lge. models. (Lge spoken by different people in different contexts.)
10.Create many opportunities to use the lge. (groupwork and pairwork activities)Peer cooperative work focused on problem-solving activities can be very useful.
11.Communication is of primary importance (more important than perfect grammar). As sts
progress you can guide them to self- or peer-correct.
12.Create a wide variety of opportunities to develop the 4 lge skills (listening, speaking,
reading and writing)
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Reinforce the value of peer co-operative work through the evaluation instruments.
Assessment:
Assessing content
Content objectives should be used to assess the achievement of second language and native
speakers alike.
Aspects of the content to be assess:
Creating a specific test may not be necessary if the activities themselves deserve monitoring and
can provide concrete evidence of learning.
Who should assess?
Assessing language
Aspects of the language competence to be assessed.
It could be the ability to:
Teachers need to be clear both why they are assessing language as opposed to content and how
they wish to do this. If we speak firstly about formative assessment of language, then we could
mean ongoing correction in the classroom as well as assessment of written language in
workbooks, or of the oral language of presentations after they have been completed.
When looking at how to assess language.
Language can be assessed through a variety of approaches,. Brown and Hudson present the
following as types of assessment:
Assessment instruments which offer a better range of opportunities for CLIL students to
demonstrate understanding:
Interviews.