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Lecture 1. CLIL (2024)

The document outlines the aims and rationale of Content and Language Integrated Learning (CLIL), defining it as an educational approach that combines language learning with subject content. It highlights the benefits of CLIL, including improved language proficiency, enhanced cognitive skills, and increased student confidence. Key concepts such as scaffolding, authenticity, and active learning are also discussed, emphasizing the importance of a supportive learning environment and collaboration among educators.

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Halyna Onyshchak
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2 views

Lecture 1. CLIL (2024)

The document outlines the aims and rationale of Content and Language Integrated Learning (CLIL), defining it as an educational approach that combines language learning with subject content. It highlights the benefits of CLIL, including improved language proficiency, enhanced cognitive skills, and increased student confidence. Key concepts such as scaffolding, authenticity, and active learning are also discussed, emphasizing the importance of a supportive learning environment and collaboration among educators.

Uploaded by

Halyna Onyshchak
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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AIMS OF CLIL

AND RATIONALE
FOR CLIL
Outline of the lecture

1. The origins and definition of CLIL.


2. Aims of CLIL.
3. CLIL core features.
4. Models of CLIL.
5. The benefits of CLIL methodology.
6. Key concepts and the CLIL classroom.
Key terms
• Approach
• Tertiary level
• Umbrella term
• Communicative
competence
• Methodology
• Authenticity
• Scaffolding
Basic dates

 the mid-1990s
 the 1960s and 1970s in
Canada, and in European
countries like the Netherlands,
Finland, and Sweden
 the term CLIL was first coined
in 1994 (Peeter Mehisto, David
Marsh and María Jesús Frigols
Martín)
CLIL definitions
• ‘[CLIL] is a dual-focused educational approach in which an additional language is used for learning and teaching of
both content and language. There is a focus not only on content and not only on language. Each is interwoven –
even if the emphasis is greater on one than the other at a given time’ (Coyle, Hood & Marsh, 2010)
• ‘CLIL can be described as an educational approach where curricular content is taught through the medium of a
foreign language, typically to students participating in some form of mainstream education at the primary,
secondary, or tertiary level’ (Dalton-Puffer, 2011).
• ‘CLIL embraces those educational practices in which content subjects – excluding those labelled as ‘language
subjects’ – are taught and learned through a language of instruction, second or foreign, in which a learner has a
basic or advanced developing communicative competence, and which explicitly:
• 1) promote the preservation and development of the learner’s first language(s) and the consideration of and mise
en valeur of cultural forms attached to that (those) language(s);
• 2) promote a truly integrated approach, with a dual focus of pedagogical attention, i.e., language and content; and
• 3) provide learners with all the assistance needed to comprehend, produce and negotiate academic messages in the
target language adopted as the medium of instruction’ (Escobar Urmeneta, 2011).
• ‘CLIL is a methodology of teaching languages in such a way that the main emphasis is not on the ‘form’, but on the
‘content’’ (Pokrivčáková, 2015).
• ‘CLIL offers an interdisciplinary approach in teaching content through the language and by introducing scaffolding
techniques it brings its fruits through language acquisition within content topics at the same time’ (Kováčiková,
2020).
AIMS OF CLIL
introduce learners to new concepts through studying the
curriculum in a non-native language;
improve learners’ production of the language of curricular
subjects;
improve learners’ performance in both curricular subjects and
the target language;
increase learners’ confidence in the target language and the L1;
provide materials which develop thinking skills from the start;
encourage stronger links with values of community and
citizenship;
make the curricular subject the main focus of classroom
materials.
Multiple focus

supporting language learning in content classes

supporting content learning in language classes

integrating several subjects

organizing learning through crosscurricular themes and projects

supporting reflection on the learning process (cognition)


Safe 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 (such as the maths corner, the
science corner...)
guiding access to authentic learning materials and environments
increasing student language awareness
Authenticity

letting the students ask for the language help they need

maximizing the accommodation of student interests (e.g. in the


selection of the topics, tasks...)
making a regular connection between learning and the students’
lives (e.g. personalizing the tasks)
connecting with other speakers of the CLIL language (e.g.
participating in projects which include mathematical tasks)
using current materials from the media and other sources ( coins,
dices, online games, etc.)
Active learning
students communicating more than the teacher (verbalization of
procedures)
students help set content, language and learning skills outcomes

students evaluate progress in achieving learning outcomes


favouring peer cooperative work (pair work, group work, whole
class)
negotiating the meaning of language and content with students

teachers acting as facilitators


Scaffolding
building on a student's existing knowledge, skills, attitudes,
interests and experience
repackaging information in user-friendly ways (use of graphics,
manipulatives, etc.)
responding to different learning styles (visual, kinesthetic,
verbal...)

fostering creative and critical thinking (e.g. in problem solving)


challenging students to take another step forward and not just
coast in comfort (e.g.
thinking in a different way of solving a problem)
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 (e.g. with meaningful homework)

involving the local community, authorities and employers (e.g.


with a project studying geometry in public buildings)
MODELS OF CLIL
CLIL KEY CONCEPTS

BICS
CALP
(Basic Interpersonal
(Cognitive Academic
Communicative Skills)
Language Proficiency)
skills needed for social,
language used in
conversational
subject teaching
situations

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