Unit 1

What is CLIL? The CLIL Module

Unit 1. CLIL. Methodology or

approach?
Index
Schema

Key ideas

1.1. Introduction & objectives

1.2. Fundamentals: a methodology or an approach?

1.3. The Four Cs Framework

1.4. The CLIL Pyramid

1.5. References

In Depth

Is CLIL a method or an approach?

Description of the CLIL Pyramid

Moving from the 4 Cs Framework to a PluriLiteracies

approach for CLIL

How would you define CLIL?

 Esquema

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1.1. Introduction & objectives

In this unit, we will deal with the widely debated question of what CLIL should be

referred to in pedagogical terms: a metholodogy or an approach. After reviewing

the state of the art on the question, we will move onto the analysis of the main

pedagogical commonalities which make CLIL identifiable as a set of educational

practices: a) curriculum integration through Coyle’s Four Cs Framework and

Meyer’s CLIL Pyramid; and b) integrated assessment. The Four Cs Framework

and the CLIL Pyramid lay the foundations for methodological practice regarding the

conceptualisation of CLIL as an approach, along with curriculum integration,

alignment, lesson planning, task and project design. On the other hand, there is a

change of perspective in relation to assessment, as, in CLIL, it integrates different

kinds of learning, which means that diversified, multifaceted and multi-purpose

assessment procedures and tools are needed. This unit is the starting point for the

elaboration of the CLIL formal format, which we will deal with on following units. The

unit is connected to the subjects «Curriculum Planning» and «Evaluation and

Assessment».

The main goals are:

▸ Identify the methodological commonalities that make CLIL identifiable as a set of

educational practices.

▸ Analyse the Four Cs framework.

▸ Analyse the components of the CLIL Pyramid as key to understanding CLIL

planning and design.

▸ Become familiar with the question of integrated assessment as part and parcel of

CLIL educational practice.

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Key words

CLIL, approach, methodology, commonalities, assessment.

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1.2. Fundamentals: a methodology or an

approach?

As seen previously in the subject, CLIL —Content and Language Integrated Learning

— implementation has become the keystone of educational change all around

European countries, building on a reconceptualisation of language learning (Coyle

et al., 2010) as well as an innovative remodelling of pedagogical practices (San

Isidro, 2017). Since the very beginning, the question of whether CLIL should be re-

ferred as a methodology or an approach in pedagogical terms has been widely

debated. Taking a look at the literature, it easily becomes apparent that the way CLIL

is usually described in pedagogical terms is sometimes elusive, somewhat confusing

and clearly lacking consensus. When trying to conceptualise CLIL as an approach

or a model, one easily comes across a multifaceted vision dependent on different

perspectives —languages, content, culture, context, cognition, or technology—

which makes it rather difficult to provide a straightforward definition. Marsh et al.

(2005, p. 5) broadly described CLIL as a generic «umbrella» term to refer to

«diverse methodologies which lead to dual-focused education where attention is

given both to topic and language of instruction».

This elusive definition of CLIL as an umbrella term used to refer to «diverse

methodologies» was later revamped by Mehisto, Marsh & Frigols (2008, p. 12) into

the consideration of CLIL as an «umbrella term covering a dozen or more educational

approaches».

The dichotomy methodology-approach has been present in the literature from the

very beginning of CLIL, in the mid 90s. Coyle (2007, p. 545), the original theoretician

who connected CLIL conceptualisation to teaching practice though the creation of

a framework, the Four Cs Framework (see below) defined it as an «integrated

approach where both language and content are conceptualised on a continuum

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without an implied preference for either».

CLIL has also been said to refer to any dual-focused educational programme in

which an additional language is used as a medium in the teaching and learning of

non-language content. As Coyle et al. (2010, p.3) put it, «CLIL is an educational

approach in which various language-supportive methodologies are used which deal to

a dual-focused form of instruction where attention is given to both language and

content».

This last definition —general, umbrella-orienting and wide-ranging as it is— points

towards what the real issue is: CLIL cannot be considered a methodology, since it

already comprises a set of methodologies.

More recent views on the issue have taken things even further and created more

confusion. For instance, Ball et al (2015, p. 23), when explaining CLIL, use «CLIL as

a methodology» as a title for a section to later explain it in these terms: «CLIL (as a

paradigm) shares an interface with a number of other approaches».

In the explanation, they make it clear that they consider CLIL as an approach. It might

be better to consider CLIL as an approach related to specific methodologies, as it

seems to be clear that CLIL is an amalgamation of theories, assumptions,

principles and diverse methodologies.

Let us now try and narrow down the question and reach a conclusion. The first thing

we should do is try and understand the difference between both terms: approach and

method. According to Hofler (2010, p. 71), an approach «can be defined as the

basic philosophy or belief concerning the subject matter being considered. It is the

set of assumptions or point of view held by individuals concerned with their field».

Hofler (2010, p.71) goes on to conceptualise a method as «an overall, long-term

orderly presentation of the material based on the approach. It is an orderly

arrangement, its presentation is predetermined and it is systematic. Method is

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synonymous with such terms as system or programme».

Considering both definitions, CLIL is clearly a set of assumptions and those

assumptions (approach) can be arranged through an amalgamation of identifiable

methodologies, which are related to the learning of languages and the learning of

content.

According to San Isidro (2018), despite this conceptualisation appearing to be too

broad or complex, there are lots of commonalities or assumptions that make CLIL

identifiable as a set of educational practices in the different contexts of the European

continent:

▸ In CLIL programmes, the knowledge of the language becomes the means of

learning content, i.e. language is integrated in the broad curriculum.

▸ CLIL is based on language acquisition rather than on language learning, since

language is seen or is used in real-life situations in which students can acquire it.

That is why 1) fluency is more important than accuracy, and 2) learners develop
fluency through use, through communicating for a variety of purposes.

▸ In CLIL, content is «fronted» (Ball et al. 2015, p. 37), i.e. it is prioritised.

▸ In CLIL, tasks are seen as a priority in relation to language becoming a means. At

the same time, key language is made salient, i.e. language support is scaffolded
as the language is subject to the patterns of task development.

▸ On the other hand, the subject matter determines the language needed to learn and

this brings about language academic specialisation —Cognitive Academic

Language Proficiency, CALP (Cummins 1984)— (e.g. Science-related, Math-

related or Art-related). CALP-related accuracy also develops through use, in an

incidental way, out of what students need to complete tasks.

San Isidro (2018) states that, when implementing CLIL, i.e. when trying to provide an

arranged and systematic methodology related to the assumptions above, teachers

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have to face the fact that it is not about teaching languages, but about using an

additional language to learn content. As seen in unit 2, if a language learning

scenario is compared to a CLIL one, the difference is obvious: while in the former the

focus is on language itself, in the latter it is content that the learning process is

focused on. In terms of language learning, CLIL is concerned with going from BICS

—Basic Interpersonal Communication Skills— to CALP —Cognitive Academic

Language Proficiency—. These terms are commonly used in discussion of bilingual

education and come from the early work of Cummins (1984) in which he described

BICS as the development of conversational fluency in the second language, whereas

CALP as the use of language in academic situations. In other words, when students

learn a second or an additional language, they often learn basic communication

quickly, i.e. they learn BICS. This is what the language class is about: developing

communication skills. This also happens in CLIL, since, as said above, tasks

involving real-life situations are used. However, in a content-based academic context,

BICS becomes rather limited. The language of cause and effect in Science, the

language used for mathematical symbols or the language necessary for interpreting a

population graph in Geography are not related to everyday situations. This kind of

language is the so-called CALP. In CLIL, although BICS and classroom language are

instrumental, language also becomes specialised in relation to the subject. This is

the reason 1) for both language teachers —mentors— and subject teachers to work
together in design and implementation (methodology), remodelling their teaching

practice; and 2) for the use of a translanguaging-based approach to language

learning which makes students use their whole language repertoire for meaning-

making.

Interestingly —and maybe to make the question of conceptualisation of CLIL even

more complicated— in the course of more than two decades, the European

kaleidoscopic language scenario has made CLIL evolve into a language-diversity-

oriented approach (San Isidro, 2017) focused not only on foreign language learning

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and curricular content but also on the development of students’ pluriliteracies

(Meyer et al., 2015).

Although CLIL originated as a means to improve European citizens’ competence in

foreign languages, multilingual programmes around Europe are now recognisable as

pedagogical practices which include translanguaging, curriculum integration, and the

use of meaningful tasks and projects (San Isidro, 2017). These reasons make it even

almost impossible to conceptualise CLIL as a methodology, as there are lots of

methodologies involved: the ones related to additional language learning, the ones

related to first language learning, or the ones related to content learning. The

arrangement of the general assumptions into a system will depend on a number of

factors, such as the subject involved, the use of TBL (Task-based Learning) or PBL

(Project-based Learning), and so on.

All in all, what makes CLIL unique is the fact that it has adapted to the variegated

contexts of the European language diversity and policies through various models in

the different countries and regions (San Isidro, 2017). This adaptability in terms of

provision and implementation has triggered ongoing and thought-provoking debate

regarding:

▸ Its relation to preceding bilingual immersion programmes (Pérez Cañado, 2012).

▸ Its being considered not just a descendant of other bilingual programmes (Pérez

Cañado, 2012; Pérez-Vidal, 2013).

▸ Its conceptual «vagueness» (Bruton, 2013, p. 588) vs. its being a «well-recognised

and useful construct for promoting L2/foreign language teaching» (Cenoz et al.,

2013, p.216).

▸ Or its relation to immersion programmes aimed at protecting minority or regional

languages (Cenoz et al., 2013; Somers & Surmount, 2011).

Curiously enough, as seen above, despite the myriad of differences and context-

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dependent nuances, CLIL implementation in the different contexts of multilingual

Europe has shown a number of common characteristics (Coyle, 2007; Coyle et al.,

2010; San Isidro, 2009, 2016), which, on top of the core assumptions above, involve

a less compartmentalised view of the curriculum along with a greater focus on

meaningful tasks through the use of additional languages (Coyle, 2007; Coyle et al.,

2010; Del Río & San Isidro, 2016; San Isidro, 2016).

CLIL not only gives students the chance to make connections among the different

languages, but also makes them use the language in a more authentic and

meaningful context so that their attention is focused on the content while language

becomes a means or an instrument to reach an end (Del Río & San Isidro, 2016).

Nevertheless, considering all the arguments above, although methodological

commonalities exist and are easily recognisable, the full significance of CLIL

implementation transcends methodology, since, as said above, it develops out of the

synergy brought about by different assumptions, such as, for example, integrating

language learning methods (e.g. communicative language teaching) along with

methodologies related to the learning of other subject matter (e.g. methodologies

related to the learning of Mathematics are different from the ones related to the study

of Music or the practice of Physical Education). This is why CLIL is a

reconceptualisation, a philosophy of language learning, an approach (Del Río &

San Isidro, 2016).

CLIL is a reconceptualisation, a philosophy of language learning, an

approach (Del Río & San Isidro, 2016).

Stop here for a bit and watch the video «Is CLIL a method or an approach?», in which

we will analyse the reasons why CLIL should be considered an approach rather than

a method.

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1.3. The Four Cs Framework

As a way to provide CLIL with a conceptual tool which could not only serve the

purpose of understanding the rationale behind it, but also facilitate the transition

between theory and classroom practice, Do Coyle (2008) developed the 4Cs

Frame-work. This framework for CLIL starts with content (understood as subject

matter, themes, topics, or cross-curricular connections) and focuses on the

interrelationship between content itself (subject matter), communication (language),

cognition (thinking) and culture (awareness of self and «otherness») to build on the

synergies of integrating learning (content and cognition) and language learning

(communication and cultures).

Coyle’s 4Cs Framework puts learning theories on a par with language learning

theories and intercultural understanding:

▸ Subjectmatter is not only concerned with acquiring knowledge and skills, but also

with the learner constructing they own knowledge and developing skills (Lantolf,

2000; Vygotsky, 1978).

▸ Acquiring content knowledge, skills and understanding is connected to learning

and thinking (cognition). In order to make the learner build up an understanding of

the subject matter, the language-related demands of its content must be analysed as
well as made accessible (Met, 1998).

▸ Thinking skills (cognition) need to be considered according to their language-

related demands (Bloom, 1984).

▸ Language is learned in context, and learning takes place through language, and

through relating the subject matter with the cognitive processes involved, e.g.
language intake and language output (Krashen, 1985; Swain, 2000).

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▸ Interaction in the learning context is key to learning. This has implications when the

learning context operates through an additional language (Pica, 1991; van Lier,
1996).

▸ The relationship between languages and the cultural component is complex.

Intercultural awareness and learning is fundamental to CLIL (Byram, Nicols, and

Stevens, 2001).

Whatever the model/method used, the 4Cs Framework holds that effective CLIL takes

place through:

▸ Progression in knowledge, skills and understanding of the subject matter.

▸ Engagement in associated cognitive processing.

▸ Interaction in a communicative context.

▸ Developing appropriate language knowledge and skills as well as acquiring a

meaningful intercultural awareness through the positioning of self and «otherness».

From this perspective, CLIL involves learning to use language appropriately whilst

using language to learn effectively. The 4Cs Framework is the perfect tool for
mapping out CLIL learning experiences as well as for maximising potential in any

model, at any level, and at any age.

Let us now explain the 4Cs Framework in depth. According to Coyle (2007, 2008), the

4Cs Framework (already seen in previous units and dealt with in depth in the subject

Curriculum Planning for the purpose of curriculum development) lays useful

methodological foundations for conceptualising and identifying CLIL practices. The

4Cs Framework integrates four contextualised blocks, by means of which content

and language become integrated within a context:

▸ Content: content is not only about acquiring knowledge and skills, it is about the

learners creating their own knowledge and understanding as well as about their

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developing skills (personalised learning). In other words, it is about how new

knowledge, skills and understanding make progress through a cross-curricular model
that puts different subjects and topics in relation.

A game

Let us take the learning experience of a game in which students have to go

shopping to a supermarket and have to use money, solve addition and

subtraction problems, choose healthy food, and so on.

▸ Communication: in CLIL, language is related to the learning context and learning

takes place through that language, thus reinterpreting and reconstructing the content

and its related cognitive processes. This language needs to be transparent and
accessible; interaction in the learning context is fundamental to learning.

A recipe

Students verbalise the steps that they have followed so as to cook a

recipe.

▸ Cognition: Bloom’s Taxonomy (Anderson & Krathwohl, 2001) categorised thinking

skills as a progression from Lower Order Thinking Skills (LOTS) to Higher Order
Thinking Skills (HOTS). We will deal with Bloom’s Taxonomy in depth throughout the

course. In CLIL, content learning is related to the different cognitive levels and
strategies. CLIL design and implementation will be based on task-based (TBL) and
project-based (PBL) work oriented to creativity as the last stage of the process. TBL
and PBL will be dealt with in following units as well as in the subject Curriculum
Planning, in which they are an important part of curriculum development.

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A model

Students analyse the impact of humankind on a particular habitat and

create a model afterwards.

▸ Culture: according to Coyle et al. (2010), this CLIL block is related to the question of

the «self» and «other» awareness, identity, citizenship and progression towards
intercultural understanding. CLIL is a good tool to develop notions of intercultural
citizenship and global understanding.

An Erasmus Project

Students from schools in different countries (Erasmus Plus project)

research and make a video of the different food in both countries.

Coyle (in Coyle et al 2010) extended her vision of the role of

language/communication in CLIL, clarifying it in design and implementation terms.

Going back to the concept of language in a CLIL scenario, seen in the previous

section above as well as in unit 2, when implementing CLIL, teachers have to face the

fact that CLIL is about using an additional language to learn content. CLIL is about a

journey from BICS to CALP (see explanation in the previous section). As explained

above, in terms of language learning, CLIL is concerned with going from BICS —

Basic Interpersonal Communication Skills— to CALP —Cognitive Academic

Language Proficiency. In CLIL, although BICS and classroom language are

instrumental, language also becomes specialised in relation to the subject. This is the

reason why language learning in CLIL required a reconceptualisation:

▸ Language as comprehensible input.

▸ Language as specialised (from BICS to CALP).

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▸ And language as a medium.

Starting from this threefold concept of language, Coyle, Hood and Marsh (2010)

divided language in CLIL into language of learning, language for learning and

language through learning, the so-called language triptych. This division lays the

foundation to conceptualise CLIL in language terms and serves the purpose of both

designing CLIL planning and implementation:

▸ Language of learning is the language the students need to acquire concepts and

basic abilities related to the subject (content). It is content-specific, i.e. language

related to a specific topic: specialised language, vocabulary, subject-related

expressions...

▸ Language for learning is the language necessary for working in a CLIL

environment. New subject-dependent language strategies for pair work, group work,
subject-related dynamics...It is related to classroom language. As seen above, the
language used for interaction in a language lesson is not the same as the one used
in a science lab or in a music lesson. Grammar is important but we should focus on

notions and functions.

▸ Language through learning: when the students build, organise and formulate their

own comprehension, language learning takes place in a deeper and more

meaningful way. Students build language out of new learning strategies. Students
are able to transfer what they know how to do in their first language to a new
scenario.

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1.4. The CLIL Pyramid

Meyer’s (2010) CLIL Pyramid, based on the 4Cs Framework above, is a successful

attempt to provide the CLIL approach with a systematic arrangement and planning of

CLIL implementation. The CLIL Pyramid was developed as an integration-oriented

planning tool for material writers and lesson planners. Meyer himself (2010, p. 297)

explains it in these terms:

«embracing the CLIL approach does not automatically lead to successful teaching and

learning. To truly realize the added value of CLIL, teachers need to embrace a new

paradigm of teaching and learning and they need tools and templates that help them plan

their lessons and create/adapt their materials».

According to Meyer (2010), there exist a number of principles and strategies for

designing quality CLIL-oriented tasks:

▸ Rich input: classroom materials should be meaningful, challenging and authentic.

Input in CLIL must be multi-modal: texts, video-clips, flash animations, webquests,

podcasts, pictures, maps, satellite images, diagrams, mind-maps...

▸ Scaffolding: it is not only a strategy useful for catering to diversity, but it is also

essential for students to receive ample support so as to make sure that they
successfully deal with authentic materials and that as much input as possible

become intake, i.e. particular amount of input that a learner successfully processes to
build up internal understanding of the additional language.

▸ Rich interaction and pushed output: interaction connects output, internal learner

capacities, particularly selective attention and output in productive ways. Learners

need to be pushed to make use of their own resources.

▸ Adding the intercultural dimension: in CLIL task-design we have to include the

intercultural component. Students need to become aware of the hidden cultural codes
and the appropriate linguistic and non-linguistic means and strategies to address

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them and they need to be taught how to put themselves in the shoes of people

belonging to different cultural backgrounds.

▸ Make it H.O.T.: teachers must orient their planning towards a final communication-

based creative task. Bloom’s taxonomy (Anderson & Krathwohl, 2001) —we will deal
with this in depth in following units— can be used in order to level tasks according to
cognitive demands. It can also be a powerful tool for planning differentiated units by
combining it with Gardner’s concept of multiple intelligences (Gardner & Hatch,
1989).

▸ Sustainable learning: when designing CLIL implementation, teachers must create

connections with students’ attitudes, experience and knowledge; provide clear

structuring; make students share their results; foster autonomous learning; adopt a
translanguaging approach putting the different curriculum languages in relation;
embrace a CALP-developing lexical approach; and promote spiral learning, i.e. brief
exposure to a topic, then revisiting it, which allows students to construct their own
understanding on a basic framework.

According to Meyer (2010), the following scheme summarises the main elements in

CLIL task design:

Figure 1. CLIL core elements. Source: Meyer (2010).

As seen in the previous section, input must be authentic, meaningful and

challenging. Tasks must be designed taking into account the progression of

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thinking skills (H.O.T.S.), student interaction, authentic communication –

meaningful from the perspective of real life– and subject specific study skills –

content learning–. The teacher must provide the necessary support (scaffolding)

for the students to be able to work on their own (autonomous learning). The result

(outcome intended) should be that students will communicate efficiently from an

intercultural perspective, in a fluent way, accurately (accuracy is developed and

achieved incidentally) and with more complexity, since language will become more

specialised (from BICS to CALP).

Meyer designed the CLIL Pyramid with a view to visually represent the idea that

quality CLIL, based on the principles of the 4 Cs Framework, can only be attained

when all of the four Cs are considered in lesson planning and materials creation:

Figure 2. The CLIL Pyramid. Source: Meyer (2010).

The four Cs are the corners of the base of the CLIL Pyramid, which comes into

existence when one tries to find the point where lines originating from each corner

meet. It is meant to be a tool for lesson planning and material

creation/adaptation, and tries to incorporate all the principles and strategies

mentioned above.

According to Meyer, it is important to understand that all the principles above can

hardly ever be embedded in one single lesson. As a result, the unit, which is a

sequence of several lessons on one specific topic, must be the focus for teachers

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and material writers. The CLIL Pyramid suggests a sequence for planning CLIL

units and materials, starting with topic selection and ending with a review of key

content and language elements, the so-called CLIL workout. This suggested

sequence is divided into the following steps:

▸ Selection of content: planning a CLIL unit starts with the selection of content. The

specific needs of the subjetc matter are at the heart of every CLIL lesson and the

starting point for material creation.

▸ Multimodalinput: providing multimodal input and using it in an evenly manner

across the new CLIL unit produces widely varying and differentiated materials which
integrate different learning styles as well as activate various language skills.
Multimodal input also facilitates the development of new literacies.

▸ Input scaffolding: the nature of the selected input (i.e. texts, charts, maps, video

clips, etc.) and the students’ becoming familiar with it determines: how much and
what kind of scaffolding is needed and which subject-specific study skills are

necessary for the students so that they can successfully deal with that input.

▸ Cognition and communication: tasks must be designed to develop higher order

thinking skills, and to lead to authentic communication in different interactive formats

(individual work, pair work, group work, etc.).

▸ Outputscaffolding: the kind of output intended (poster, interview, presentation, map,

etc.) determines how much and what kind of output-scaffolding is necessary.

Before starting reading this section, it would be a good idea to have a look at the

section RESOURCES, in which you can find:

1) Document: Meyer, O. (2010). Introducing the CLIL-Pyramid: Key Strategies and

Principles for Quality CLIL Planning and Teaching. In M. Eisenmann, & T. Sum-mer

(Eds.), Basic Issues in EFL-Teaching and Learning . Heidelberg, Germany: Winter.

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This document is really useful as it describes the CLIL Pyramid as the necessary tool

to plan and map out CLILL classroom practice. It is related to the task you will have to

do.

2) Video: How would you define CLIL?

3) Document: A transcript of the presentation by Do Coyle (University of Aberdeen)

on behalf of the Graz Group ECML 2015.

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1.5. References

Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer,

R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning,

teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives

(Complete edition). New York: Longman.

Ball, P., Kelly, K. & Clegg, J. (2015). Putting CLIL into practice. Oxford: Oxford

University Press.

Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group

instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4–16.

Bruton, A. (2013). CLIL: Some of the reasons why ... and why not. System 41, 587-

597.

Byram, M., Nichols, A. & Stevens, D. (2001). Developing Intercultural Competence in

Practice. Clevedon: Multilingual Matters.

Cenoz, J., Genesee, F., & Gorter, D. (2013). Critical analysis of CLIL: Taking stock

and looking forward. Applied Linguistics, 35(3), 1-21.

Coyle, D. (2007). Content Language Integrated Learning: Towards a Connected

Research Agenda for CLIL pedagogies. International Journal of Bilingual Education

and Bilingualism 10(5), 543-562.

Coyle, D. (2008). CLIL – a pedagogical approach. In N. Van Deusen-Scholl, & N.

Hornberger, Encyclopedia of Language and Education, 2nd edition. Berlin: Springer.

Coyle, D., Hood, P. & Marsh, D. (2010). Content and Language Integrated Learning.

Cambridge: Cambridge University Press.

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Crocket, L., Jukes, I. & Churches, A. (2011). Literacy is not Enough: 21st-Century

Fluencies for the Digital Age. London: 21st Century Project and Corwin A SAGE

Company.

Cummins, J. (1984). Bilingual Education and Special Education: Issues in

Assessment and Pedagogy. San Diego: College Hill.

Del Río, C., & San Isidro, X. (2016). ¿Cristóbal Colón usaba GPS?. Guía para el

profesorado. Barcelona: Difusión.

Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational

implications of the theory of mulIple intelligences. EducaIonal Researcher 18 (8): 4.

Retrieved from: hYp://www.sfu.ca/~jcnesbit/EDUC220/ThinkPaper/Gardner1989.pdf

Hofler, D. B. (2010). Approach, method, technique a clarification, Reading World,

23(1), 71-72. http://dx.doi.org/10.1080/19388078309557742

Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Harlow:

Longman.

Lantolff, J. P. (2000). Sociocultural theory and second language learning. Oxford:

Oxford University Press.

Mehisto, P., Marsh, D. & Frigols, M.J. (2008). Uncovering CLIL: Content and
Language Integrated Learning in Bilingual and Multilingual Education. Oxford:

Macmillan.

Met, M. (1998). Curriculum decision-making in content-based language teaching. In J.

Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual

education, pp. 35–63). Clevedon: Multilingual Matters.

What is CLIL? The CLIL Module 23

Unit 1. Key ideas
© Universidad Internacional de La Rioja (UNIR)
 Key ideas

Meyer, O. (2010). Introducing the CLIL-Pyramid: Key Strategies and Principles for

Quality CLIL Planning and Teaching. In M. Eisenmann, & T. Summer (Eds.), Basic

Issues in EFL-Teaching and Learning. Heidelberg: Winter.

Meyer, O., Coyle, D., Halbach, A., Schuck, K. & Ting, T. (2015). A pluriliteracies

approach to content and language integrated learning – mapping learner

progressions in knowledge construction and meaning-making. Language, Culture and

Curriculum, 28, 41-57.

Pérez Cañado, M.L. (2012). CLIL research in Europe: Past, present and future.

International Journal of Bilingual Education and Bilingualism, 15(3), 315-341.

Pérez-Vidal, C. (2013). Perspectives and lessons from the challenge of CLIL

experiences. In C. Abello-Contesse, P.M. Chandler, M.D. López-Jiménez, & R.

Chacón-Beltrán (Eds.), Bilingual and multilingual education in the 21st century.

Building on experience, pp. 59-82). Bristol: Multilingual Matters.

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relationships. System, 19, 437-497.

San Isidro, X. (2009). As seccións bilingües “a través” do currículo. In San Isidro, X.

(Ed.), CLIL: Integrando linguas «a través» do currículo. Santiago de Compostela:

Consellería de Educación e Ordenación Universitaria. Xunta de Galicia.

San Isidro, X. (2016). AICLE: un viaje a HOTS. In Herrera, F. (ed.), Enseñar español

a niños y adolescentes. Barcelona: Difusión.

San Isidro, X. (2017). CLIL in a multilingual setting: a longitudinal study on students,

families and teachers (Doctoral thesis). Vitoria-Gasteiz: University of the Basque

Country.

What is CLIL? The CLIL Module 24

Unit 1. Key ideas
© Universidad Internacional de La Rioja (UNIR)
 Key ideas

San Isidro, X. (2018). Innovations and challenges in CLIL implementation in Europe.

Theory into Practice. Special Issue.

http://dx.doi.org/10.1080/00405841.2018.1484038

Somers, T. & Surmont, J. (2011). CLIL and immersion: how clear-cut are they? ELT

Journal 66(1), 113-116.

Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through
collaborative dialogue. In Lantolf, J.P. (ed.), Sociocultural Theory and Second

Language Learning. Oxford: Oxford University Press.

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authenticity. London: Longman.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological

processes. Cambridge, MA: Harvard University Press.

What is CLIL? The CLIL Module 25

Unit 1. Key ideas
© Universidad Internacional de La Rioja (UNIR)
 In Depth

Is CLIL a method or an approach?

In this video we will analyse the reasons why CLIL should be considered an approach

rather than a method.

Accede al vídeo:

https://unir.cloud.panopto.eu/Panopto/Pages/Embed.aspx?id=47507279-cc4f-
49ed-8ed7-afc700c09678

What is CLIL? The CLIL Module 26

Unit 1. In Depth
© Universidad Internacional de La Rioja (UNIR)
 In Depth

Description of the CLIL Pyramid

Meyer, O. (2010). Introducing the CLIL-Pyramid: Key Strategies and Principles for

Quality CLIL Planning and Teaching. In M. Eisenmann, & T. Summer (Eds.), Basic

Issues in EFLTeaching and Learning. Heidelberg: Winter.

https://www.researchgate.net/publication/275887754_Introducing_the_CLIL-
Pyramid_Key_Strategies_and_Principles_for_CLIL_Planning_and_Teaching

This document is really useful as it describes the CLIL Pyramid as the necessary tool

to plan and map out CLIL classroom practice. It is related to the task you will have to

do.

What is CLIL? The CLIL Module 27

Unit 1. In Depth
© Universidad Internacional de La Rioja (UNIR)
 In Depth

Moving from the 4 Cs Framework to a

PluriLiteracies approach for CLIL

Coyle, D. (2015). Moving from the 4Cs Framework to a PluriLiteracies approach for

CLIL. Aberdeen, UK: Graz Group ECML.

https://pluriliteracies.ecml.at/Portals/54/GrazGroup4CsTranscript.pdf

This document, belonging to the Graz’ Pluriliteracies Group, is really useful as it adds

on and expands on the conceptualisation of CLIL towards the development of

pluriliteracies.

What is CLIL? The CLIL Module 28

Unit 1. In Depth
© Universidad Internacional de La Rioja (UNIR)
 In Depth

How would you define CLIL?

Working CLIL Digital. (2018, may 28). Professor Do Coyle - How do you define CLIL?

[Video]. YouTube. https://www.youtube.com/watch?v=URNsMhexQpM

2018 Q & A video with Do Coyle providing an updated definition of what CLIL con-

ceptualisation is.

Accede al vídeo:
https://www.youtube.com/embed/URNsMhexQpM

What is CLIL? The CLIL Module 29

Unit 1. In Depth
© Universidad Internacional de La Rioja (UNIR)