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Unit 3: CLIL

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.

The 4Cs: CLIL incorporates 4 elements identified as the 4Cs:

Content: progression in knowledge, skills and understanding related to specific elements


of a defined curriculum. Content is the subject or the CLIL theme.

Communication: learning to use language and using language to learn. Communication


goes beyond the grammar system but at the same time does not reject the essential role
of grammar and lexis in language learning. It is useful to differentiate between language
learning and language using.
Language learning: often with an emphasis on grammatical progression
Language using: with an emphasis on the communication and learning
demands of the moment.
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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.

6 core features of CLIL methodology:


1. Multiple focus
- Supporting language learning in content classes.
- Supporting content learning in language classes.
- Integrating several subjects.
- Organizing learning through cross-curricular themes and projects.
- Supporting reflection on the learning process.
2. Safe
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and enriching learning environment


Using routine activities and discourse.
Displaying language and content throughout the classroom.
Building student confidence to experiment with language and content.
Using classroom learning centres.
Guiding access to authentic learning materials and environments.
Increasing student language awareness.

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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13.Systematically build equal status for lges used in the school.


14.Set high but realistic expectations. Dont underestimate what sts or you can do.
15.Find ways of recognizing student effort and success. Reward effort, co-operation, peer
teaching, self-reliance, analysis of learning process, task completion, progress in meeting
outcomes and achievement in the area.
Supporting content in lg classes
Content teachers work with lge teachers giving sts additional opportunities for lge learning.
Sometimes the lge teacher uses materials from content classes. These materials are usually
content-compatible.
The key for lge teachers is to take time to plan for integration with content teachers so as to
discuss themes being studied and the linguistic resources needed to study them.
Working through cross-curricular themes and projects.
They create bridges between the various subjects taught. They require social, affective, cognitive
and personal interactions with ones surrounding. They make learning more meaningful and sts
are more engaged.
They include:

Planned outcome stated


Several subjects integrated
Key term explained at the start to scaffold both lge and content learning.
Connection with stsinterests
Require higher order thinking, comparing, analyzing and creating.

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:

Factual recall (detail)


General understanding (major points)
Ability to manipulate the content, using higher-level thinking skills such as interpretation,
analysis, synthesis or application. This will also reflect objectives regarding cognition.
Ability to research more independently and extend the topic knowledge beyond what has
been presented by the teacher.

How should we assess?


When designing the means of assessment, the teacher should choose- whether assessing
learners individually or in pairs/groups- the most direct method which uses the least language.
Examples: complete grids, draw diagrams or pictures, decide if bulleted statements are true or
false, correct facts which are wrong, make simple presentations linked to visual or answer
content-based questions with a simple yes/no response.
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Creating a specific test may not be necessary if the activities themselves deserve monitoring and
can provide concrete evidence of learning.
Who should assess?

Clear success criteria enable learners to peer-assess or self-assess in certain kinds of


tasks.
Assessment can be collaborative within the whole-class setting of the teacher shows
anonymous extracts from work and invites constructive amendments.
Presentations can be assessed for communication of certain items of contents, use of
media, use of effects to scaffold understanding and contribution of members of a group.
Self-and peer-assessment can be used as a platform to elicit comments about the
learning process by asking why the judgments are as they are.
Peer-assessment can lead to better self-assessment.

Assessing language
Aspects of the language competence to be assessed.
It could be the ability to:

Recall subject-specific vocabulary


Operate functionally, using appropriate language structures and forms to discuss and
disagree, ask effective questions, report in appropriate language structures, and so on
Listen or read for meaning
Present or discuss effectively
Demonstrate thinking/reasoning in the Clil language.
Show awareness of grammatical features of the language.

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:

Selected response (including true-false, matching, and multiple-choice assessments)


Constructed-response (including fill-in, short answer, and performance assessments)
Personal-response (including at least conference, portfolio, and self and peer assessment)

Assessment instruments which offer a better range of opportunities for CLIL students to
demonstrate understanding:

Skill checklists and reading/writing inventories.


Anecdotal records and teacher observations.
Student self-evaluations.
Portfolios.
Performance-based tasks.
Essay writing.
Oral reports.
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Interviews.

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