CLIL Essentials (Content and

Language Integrated Learning)

Empowerment program

What is CLIL?• An umbrella term covering a dozen of

educational approaches (immersion, bilingual education, multilingual education, language showers, bains linguistiques...)

• A continuum of educational approaches devoted to two main components – language and content

• CLIL is referred to as dual-focused education as lessons have two main aims, one related to particular subject or topic and one linked to language. (The British Council page)

• Neither ‘translation’ of first language teaching into another language, nor ‘disguised’ systematic grammar.

Is it CLIL or not CLIL?

• Bilingual teaching

• Immersion

• LSP/ESP (Language/English for Specific Purposes)

• Academic language teaching

• International Baccalaureate

• …

CLIL-Classroom principles

• Language is used to learn as well as to communicate

• It is the subject matter which determines the language needed to learn

• Subject is taught in simple easily comprehensible ways, using diagrams, illustrations, graphs, highlighted terms

• Language – subject based vocabulary, texts and discussions. If needed, L1 can be used

A successful CLIL lesson should combine elements of the following

(the 4Cs):

• Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. (It should not repeat the content learnt in other lessons!)

• Communication – Using language to learn and learning to use language. Language does not follow the grammatical progression found in language-learning settings

• Cognition-Developing thinking skills which link concept formation (abstract and concrete), understanding and language

• Culture- understanding of otherness and self, deepened feelings of community and global citizenship

(David Marsh)

Conceptual map for understanding CLIL: holistic, symbiotic view

(developed by Do Coyle)context

context

cont

ext

context

cultu

re

culture

culture

cont

ent

comm

unication

cognition

Language Triptych

Three interrelated types of language

• L of learning – content obligatory language related to the subject theme or topic

• L for learning – language needed to operate in foreign language environment (for pair/ group work, asking questions, debating, etc.)

• L through learning- new language that cannot be planned. This emerging language needs to be captured, recycled and developed so that it becomes a part of a learner’s repertoire

Lexical rather than grammatical approach

• Language that has real purpose and is dictated by the context of the subject

• Attention to collocations, semi-fixed expressions, set phrases and subject specific and academic vocabulary

• Chunks of language that can be picked up and used immediately

• There is no grading for language!• Learners are not afraid to make

mistakes• Learner styles are taken into

account

Benefits of CLIL• The whole that is greater than the sum of the

parts (synergy effect)• Accelerates learning• Is authentic• Nurtures a feel good (fun!) and can do attitude • Fires the brain up, fires the neurons,

rejuvenates teaching • Serves as a platform for ultimate students’

interest in other languages and cultures• Gives feelings of professional satisfaction and

cooperation to teachers• Parents are for it• Beneficial for the school

Discouraging factors/ limitations

• CLIL is complex• There is no single model for CLIL – the

context is to be taken into account• Who is to teach CLIL (language or

subject teachers), and how to combine both?

• New concepts are always difficult to accept• Threat to the native language, if any?

Do academic language and terminology develop?

• Insufficient understanding of content through the medium of foreign language

• CLIL methodology and assessment are not clear – teachers have to be supported

• Teacher overload, shortage of materials

Current ELT interest in CLIL

• CLIL programs are becoming common place in numerous countries in Europe (Austria, Finland, Spain (all subjects in Basque country), the Netherlands)

• Language teachers help subject teachers. The aim is to have subject teachers teaching CLIL by themselves.

Topics to be Covered

• Pollution of the Baltic Sea• Stabilization of sand dunes• Rising sea levels• Seaside littering• Recession of beaches• Oil platforms in the Baltic Sea• Coastal erosion & coastal defenses• Saving flora & fauna of the Baltic Sea• Pollution of rivers• Surface water quality• Sunken ships at the coast of Denmark

Water:

What is Ecology to do with CLIL?

In CLIL, language learning is based on characteristics of ecology, i.e. it is holistic, interactive, dynamic, non-linear, complex, unpredictable, and situated in a certain context.

For this, the teacher needscreativity, initiative , and effort.

SO LET’S GO GREEN IN TEACHING!

List of References

• Coyle, D., Hood, P. and D. Marsh 2010. CLIL Content and Language integrated Learning. CUP

• Integruotas dalyko ir užsienio kalbos mokymas. Lietuvos Respublikos Švietimo ir mokslo ministerija, Vilnius, 2007

• Ceruti, M. A. On Solid Ground. Matching Practice and Theory in a CLIL Perspective. Studies about Languages 16/2010

• Järvinen, H. M. What is Ecology to do with CLIL? An Ecological Approach in CLIL. International CLIL Research Journal 2009

• Lasagabaster D. and Sierra J. M. Language Attitudes in CLIL and Traditional ELF Classes. International CLIL Research Journal 1/2009

• Janulienė A. On the Use of CLIL at Lithuanian Schools. Verbum 2010