WHAT A THT

CLIL 2019
COURSE
LOOKS
LIKE
Cathrine-Mette Mork
[email protected]
 THT
2019
CONTENTS
1) EMI vs CBI vs CLIL
a) Quotes from scholars
b) Distinguishing criteria
2) Example CLIL lesson plan
3) Best CLIL practices
 THT
2019
CONTENTS
1) EMI vs CBI vs CLIL
a) Quotes from scholars
b) Distinguishing criteria
2) Example CLIL lesson plan
3) Best CLIL practices
 THT
2019
QUOTES
4 for EMI
4 for CBI
4 for CLIL
ENGLISH-MEDIUM INSTRUCTION

“The central focus is on

students’ content mastery
and no language aims are
specified.”
(Unterberger & Wilhelmer, 2011, p.96)
EMI
ENGLISH-MEDIUM INSTRUCTION
“an umbrella term for
academic subjects taught
through English, one
making no direct reference
to the aim of improving
students’ English.”
EMI (Dearden & Macaro, 2016, p.456)
ENGLISH-MEDIUM INSTRUCTION

“English-taught degree
programs. . . predominately
aimed at the acquisition of
subject knowledge.”
(Unterberger, 2014, p.37)
EMI
ENGLISH-MEDIUM INSTRUCTION
“the use of English to teach
academic subjects in
countries or jurisdictions
where the first language
(L1) of the majority of the
population is not English.”
EMI (Dearden, 2015, p.4)
CONTENT-BASED INSTRUCTION

“an effective way to engage

students with content
sources, while at the same
time improving language
abilities.”
CBI (Mesureur, 2012, p.71)
CONTENT-BASED INSTRUCTION
“an integrated approach to
language instruction, drawing
topics, text, and tasks from
content or subject matter classes,
but focusing on cognitive,
academic language skills.”
CBI (Crandall & Tucker, 1990, p.83)
CONTENT-BASED INSTRUCTION
“Many language programs
endorse [CBI] but only use
course content as a vehicle
for helping students master
language.”
(Stoller, 2002, p.112)
CBI
CONTENT-BASED INSTRUCTION

“concurrent teaching of
academic subject matter
and second language
skills.”
(Brinton, Snow, & Wesche, 2003, p.2)
CBI
CONTENT & LANGUAGE
INTEGRATED LEARNING
“Diverse methodologies are
used which lead to dual-
focused education where
attention is given to both topic
and language.”
CLIL (Marsh, 2008, p.1986)
CONTENT & LANGUAGE
INTEGRATED LEARNING
“a dual-focused educational
approach . . . a fusion” of
both subject content and
language learning.”
(Coyle, Hood, & Marsh, 2010, p.6)
CLIL
CONTENT & LANGUAGE
INTEGRATED LEARNING
“Parts of the curriculum are
delivered through a foreign
language. Learners acquire
the target language
naturalistically.”
CLIL (Coleman, 2006, p.4)
CONTENT & LANGUAGE
INTEGRATED LEARNING

“Learners are engaged in a

joint learning practice of
subject matter and foreign
language.”
(Smit & Dafouz, 2012, p.1)
CLIL
Get into pairs/small groups.
Discuss concrete ways in
which EMI, CBI, and CLIL
are similar/different.
 THT
2019
CONTENTS
1) EMI vs CBI vs CLIL
a) Quotes from scholars
b) Distinguishing criteria
2) Example CLIL lesson plan
3) Best CLIL practices
CRITERIA FOR THT
COMPARISON 2019
1) Aims
2) Target groups
3) Teaching staff
4) Pedagogy
5) Role of language
6) Outcomes
(Brown & Bradford, 2016)
 Criteria 1: Aims
EMI CLI CBI
CONTENT C O N TL
ENT & LANGUAGE
MASTERY LANGUAGE LEARNING
• L2 learning is often • Language learning • Learning content is
incidental. aims are explicit. a bonus.
• There may have
implicit language
learning aims.
 Criteria 2: Target Groups
EMI CLIL CBI
• Nonnative English • Nonnative English • Nonnative English
speakers learners learners
• Native English
speakers
 Criteria 3: Teaching Staff
EMI CLIL CBI
SUBJECT LANGUAGE LANGUAGE
SPECIALIST OR SUBJECT SPECIALIST
• Sometimes subject SPECIALIST
specialist & • Language specialist
language specialist (Britain, Japan, South America)
• Subject specialist (Europe)
in collaboration
• Team-teaching: content &
language specialists
 Criteria 4: Pedagogy
EMI CLI CBI
• Focus on • Multi-modal • Language learning
development of
L
interactive & learner- tasks
subject knowledge centered approaches • Methods depend on
• Methods depend on which support those favored by
those favored by subject content & instructor
discipline & instructor language learning
• Likely expert- • Team teaching
oriented lecture possible
 Criteria 5: Role of Language
EMI CLI CBI
LANGUAGE L A N GL
UAGE LANGUAGE
IS A... IS A... IS A...
• tool • tool • subject
• subject
• mediator
(for constructing knowledge
& sharing expertise)
 Criteria 6: Outcomes
EMI CLIL CBI
• Subject knowledge • Integrated content • Language learning
acquisition and language • Learning subject
competence matter is incidental,
development at a general
• Focus on L2 knowledge level
productive &
interactive skills
 Criteria 7: Assessment
EMI CLIL CBI
• Students assessed • Students assessed • Students assessed
on subject content on language on language
knowledge proficiency/ proficiency/
performance & performance
subject content
knowledge
 THT
2019
CONTENTS
1) EMI vs CBI vs CLIL
a) Quotes from scholars
b) Distinguishing criteria
2) Example CLIL lesson plan
3) Best CLIL practices
 • Freshman course meeting 2/week for 90 min.
(x 30 classes)
• Mixed level (350-400 TOEIC average)
• 3-4 "lessons" for each of 3 units
• 1 lesson = worksheet with a reading +
INTR OD U C TION

activities
TO POLITIC A L

• Worksheets focus on vocabulary, writing,

reading comprehension, application of
knowledge through analysis
S C IE NC E

• 2 classes + homework to complete/lesson

• Short tests at end of each unit
• Review sessions & group presentations
• Final exam during exam week
 1) before lesson: reading & vocabulary work

2) content class for each lesson:

• scaffolded lecturing, reading, peer teaching,
Q&A...
• homework: complete vocabulary & writing
INTR OD U C TION
TO POLITIC A L

segments of worksheet

3) activity class for each lesson:

S C IE NC E

• pair/group work for homework, task-based

speaking practice
• review & supplemental lectures
• homework: worksheet completion (analysis)
 1) Read the example lesson plan
& reading: “Politics and
Collective Action”
INTR OD U C TION

2) Review the worksheet

TO POLITIC A L

activities and answer key.

S C IE NC E

3) Get into pairs/small groups

and discuss possible answers
to questions on the last page.
 THT
2019
CONTENTS
1) EMI vs CBI vs CLIL
a) Quotes from scholars
b) Distinguishing criteria
2) Example CLIL lesson plan
3) Best CLIL practices
 BEST PRACTICES

Task-based &
Comprehensible Communicative
Input Scaffolding Activities
COMPREHENSIBLE
INPUT
• Simplifying language
• Speaking slower
• Repeating (variety of ways)
• Using more gestures
• Using visuals & props...
SCAFFOLDING
• Pre-teaching vocabulary
• Chunking information
• Modeling behavior
• Using students' L1
• Using multiple delivery methods
• Pausing/questioning in lectures
• Sharing lesson goals
• Reviewing, building on content…
TASK-BASED & COMMUNICATIVE
LEARNING (ACTIVE LEARNING!)
Getting students to:
• share work in pairs & groups
• peer teach
• paraphrase & summarize
• present (in small groups)
• role play, play games (ex: kahoot)
• discuss (in small groups)
• test each other
• analyze, think critically, give
examples...
 References
• Brinton, D., Snow, M. A., & Wesche, M. B. (2003). Content-based second language Instruction. Ann Arbor: University of Michigan Press.
• Coleman, J. A. (2006). English-medium teaching in European higher education. Language Teaching, 39, 1-14.
https://doi.org/10.1017/S026144480600320X
• Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge, England: Cambridge University Press.
• Crandall, J., & Tucker, G. R. (1990). Content-based language instruction in second and foreign languages. In S. Anivan (Ed.), Language teaching
methodology for the nineties (pp. 83-96). Ann Arbor: University of Michigan.
• Brown, H. & Bradfod, A. (2017). EMI, CLIL, & CBI: Differing Approaches and Goals. In P. Clements, A. Crouse, & H. Brown (Eds.), JALT 2016: Transformation
in Language Education (pp. 328-334). Tokyo, Japan: Japan Association of Language Teachers. Retrieved from http://jalt-
publications.org/node/4/articles/6058-emi-clil-cbi-differing-approaches-and-goals
• Dearden, J. (2015). English as a medium of instruction – A growing phenomenon. London, UK: British Council.
• Dearden, J., & Macaro, E. (2016). Higher education teachers’ attitudes towards English medium instruction: A three-country comparison. Studies in
Second Language Learning and Teaching, 6, 455-486. https://doi.org/10.14746/sllt.2016.6.3.5
• Marsh, D. (2008). Language Awareness and CLIL. In N. H. Hornberger (Ed.), Encyclopedia of language and education (pp. 1986-1999). Boston, MA:
Springer US.
• Mesureur, G. (2012). Content-based instruction for all levels of EFL students. Keisen University Bulletin, 24, 71-80. Retrieved from
https://keisen.repo.nii.ac.jp/?action=repository_uri&item_id=691&file_id=22&file_no=1
• Stevie, D. (n.d.). 8 Teaching Techniques for the CLIL Teacher’s Soul. Retrieved from https://www.fluentu.com/blog/educator/clil-teaching
• Smit, U., & Dafouz, E. (2012). Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and
research practices across Europe. AILA Review, 25, 1-12. https://doi.org/10.1075/aila.25.01smi
• Stoller, F. L. (2002a, April). Content-based instruction: A shell for language learning or a framework for strategic language and content learning? Paper
presented at the TESOL convention, Salt Lake City, UT. Retrieved from http://carla.umn.edu/cobaltt/modules/strategies/stoller2002/stoller.pdf
• Unterberger, B. (2014). English-medium degree programmes in Austrian tertiary business studies: Policies and programme design (Doctoral dissertation).
University of Vienna, Austria. Retrieved from http://othes.univie.ac.at/33961/
• Unterberger, B., & Wilhelmer, N. (2011). English-medium education in economics and business studies: Capturing the status quo at Austrian universities.
International Journal of Applied Linguistics, 161, 90-110.