CLIL

Approaching CLIL
Mehisto, Peeter
• CLIL: Content and language integrated learning.
• A three-way focused educational approach in which an additional language is used for the learning and teaching of
both content and language. A third element is the development of learning skills.
• Term coined in 1994 in Europe. Rise during the ‘90s with globalization placing linguistic demands on education.
• Role of the teacher: in addition to teaching the standard curriculum, they work to support content teachers by
helping SS gain the language they need to manipulate content from other subjects.
• Language and Content: SS put the learnt language to immediate use while learning and manipulating content
relevant to their lives. Create meaningful connections between the SS’ lives and the content taught.
• Language is a means to an end. It is leaned almost incidentally. Ts try to speak slowly and use plenty of repetition.
• The essence of CLIL is integration and it has a dual focus:
1. Language learning is included in content classes. This means repackaging information in a manner that facilitates
understanding. E.g.: strategies like charts, diagrams, drawings, hands-on experiments.
2. Content from subjects is used in language-learning classes. The language teacher incorporates the vocabulary and
texts from other subjects in his/her classes.
• Language is better learned when SS use language to perform tasks and learn new content rather than simply
learning the language for its own sake.
• Aim of CLIL: bilingualism or multilingualism, and academic and personal success.
Problems with CLIL
• The held conception that subjects should be divided instead of being integrated and that SS learning content in a
second language can’t learn as much as those learning it in a first language.
Research shows CLIL SS outperform non-CLIL SS in terms of learning content. They also outperform their peers
in first language skills development, because CLIL fosters metalinguistic awareness.
• The misconception that CLIL is only intended for the brightest SS.
• Shortage of CLIL Ts + training and support.
• Greater workload for Ts: more preparation time / cooperation between Ts; shortage of materials.
Unique characteristics of CLIL
• What is unique is its three-way focus on language, content, and learning skills. Co-operation and skills exchange
between language and content teachers is an important strategy for implementing CLIL.
• Core features:
• multiple focus: -supporting content and language learning, -integrating several subjects, -cross-curricular themes
and projects, -reflection on learning process
• safe and enriching learning environment: -using routine activities and discourse, -build SS confidence to
experiment with the language, -using resources, -guiding access to authentic learning materials
• authenticity: -connecting learning with SS’ lives, -connecting with other speakers of CLIL language, using current
materials
• active learning: -SS communicate more than their Ts, -SS help set content, -language and skills outcomes, -favors
peer co-operative work, -Ts as facilitators
• scaffolding: -building on SS existing knowledge, skills, interests, and experiences, -repackaging information in
user-friendly ways, -responding to different learning styles, -fostering critical thinking
• co-operation: -planning courses/lessons between CLIL and non-CLIL teachers, -involving parents/community in
knowing about CLIL
Language learning in content classes
• Ts need to decide what language SS must know to master the content. Language that could be helpful but is not
absolutely necessary accommodated but is not crucial. It comes to the fore when SS try to express their own
thoughts in relation to the topic.
• There need to be plenty of opportunities for SS to use the language and get feedback to support language learning.
 SS must not fear making mistakes; therefore, a safe environment needs to be created.
• In the beginning it is acceptable to use L1. Ts should speak slowly and articulate clearly. An appropriate level of the
language needs to be used. The use of facial expressions and pictures to reinforce meaning is suggested.
Repetition is required. A variety of language models needs to be provided. Set high, but realistic expectations.
Cross-curricular work
• Benefits: connects learning with real-life, creates bridges between subjects, accommodates different learning styles
and ability levels, promotes constructive interaction, builds the habit of transferring knowledge and skills among
school subjects.
• Challenges: takes extra planning time, difficult to agree on common content, difficult to get staff to co-operate.
Reflecting on learning
• Promotes cognitive development. Determining what we know, setting goals, assessing progress and looking at how
we learn.
• Characteristics of assessment in CLIL: achievement of content, language and skill goals, use of language for various
purposes, ability to work with authentic materials, feeling safe to experiment with language and content, ongoing
growth (avoiding plateauing), effort, level of engagement, day-to-day work, oral presentations and projects, social
and emotional development, balance between cooperation and self-reliance.
• Assessment is done based on planned curriculum outcomes, based on criteria shared and discussed with SS, through
portfolios, peers, SS self-evaluation.
Scaffolding
• A learning technique that helps SS feel emotionally secure, motivates them, and provides them with language or
background knowledge needed to complete complex work.
• It helps SS to access previously acquired learning, to analyze it, to process new information, to create new links, and
to take their understanding further. It also helps SS better understand the learning process, lowers frustration and
builds success.
• Examples: placing notes in the margin of handouts, reducing the number of tasks given to SS at one time, using
pictures and realia, breaking material into chunks, shortening sentences, brainstorming a topic to determine the
existing level of knowledge.
Chunking and repackaging knowledge
• It is easier to retain information and learn if content is divided into smaller chunks.
• To move information into our long-term memory so it can be retrieved at a later time, we need to anchor it to prior
knowledge by defining relational links and contrasting new with old knowledge.
• Tools for chunking: tables, charts, graphs, diagrams, mind maps, webs, and pictures.
Fostering creative and critical thinking
• Creative thinking: the generation or further development of ideas, processes, objects, relational links, and quality
relations.
• Critical thinking: the mental processes SS use to plan, describe and evaluate their thinking and learning. It is key to
learning because if we improve the quality of our thinking we improve learning.
• Both are intertwined.
Learning styles
• When learning style preferences are taken into consideration they can enhance communication and learning. SS’
awareness of their own preferred learning style allows them greater control over their learning process and may
aid the process of expanding the Ss’ learning style repertoire.