An introduction to CLILContent and Language Integrated Learning

Ann Robertson

How it all started…

Tonight’s presentation

What is CLIL?

How to CLIL (a very quick example!)

Benefits and challenges

Questions?

What is CLIL?Content and Language Integrated Learning

(CLIL) is a dual-focused educational approach in

which an additional language is used for the

learning and teaching of both content and

language (Coyle, Hood and Marsh, 2010, p. 1)

It has dual (integrated) aims: learning of the subject matter (content)

learning of the L2 used as the medium of instruction

for the content.

CLIL encompasses a continuum of approaches in which

some form of specific academic language support is

offered to students in order to facilitate their learning of

the content through another language

CLIL is not just immersion (teaching in another language)

because language is explicitly taught (Ting 2011)

CLIL can be ‘hard’ or ‘soft’ ‘hard’ CLIL – most of the lesson is conducted in the other language

OR content is given primacy

‘soft’ CLIL – only some of the lesson is conducted in the other

language OR language is given primacy.

5

L2 teaching and subject teaching in L2 compared

Key Features

Second language teaching

Subject teaching in L2 (hard CLIL?)

Subject teaching through L2 immersionConventional FL

teaching

Topic/content- based language teaching (soft CLIL?)

Priority in planning:

Language Language Subject Subject

Taught by: Language or class teacher

Language teacher At higher levels, a subject teacher who can also teach language or who can team teach with a language teacher

Subject teacher

Assessment of: Language Language Subject and language Subject

Teaching focus:

Language teaching

Language teaching

Subject teaching with language support

Subject teaching

Materials: Language Language/subject Subject and language Subject

Syllabus: Language syllabus: general purposes

Language syllabus: CALP

Content syllabus and CALP

Subject

Methodology: SL methodologies SL methodologies Language-supported subject-teaching

Subject teachingAdapted from: Clegg, J (2003) Teaching subjects through a foreign language in the primary school. BC Germany

The 4Cs of CLIL According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine:

Content

The knowledge, concepts, and skills of the discipline (e.g. Science, IT, Arts).

Communication

The communication of meaning about the knowledge, concepts, and skills being learned (e.g.

stating facts in science, giving instructions on using software, describing emotions in response

to music).

Cognition

The thinking skills which make sense of knowledge, experience, and the world around us (e.g.

remembering, understanding, evaluating, critiquing, reflecting, creating – LOT & HOT).

Culture –

The interaction and engagement with the world around us:

social (e.g. social conventions for expressing oneself in the target language),

pedagogical (e.g. classroom conventions for learning and classroom interaction)

disciplinary (e.g. scientific conventions for preparing reports to disseminate knowledge).

A Sample CLIL lessonStates of matter

Lesson stages1) Warmer –setting the stage2) Connecting to students’ thoughts, feelings

or prior knowledge3) Sharing learning outcomes4) Introducing new vocabulary5) Introducing new content6) Reinforcement and reflection on new

content7) Applying new knowledge8) Evaluation

1.Warmer

2. Connecting with students’ thoughts, feelings or prior knowledge

solid liquid gas

3. Learning outcomesBy the end of this lesson, you will be able to:

Use a particle model to explain the behaviour of particles in a solid, liquid and gas

Use a particle model to explain changes of state

Complete a table of aspects of kinetic theory by reading an information report

Write a simple information report on changes produced by adding or removing heat on states of matter.

4. Introducing key vocabularyPair work – matching

Vocabulary matchingkinetic (adj.) 

having movement

theory (n.) an idea that explains something 

to behave (v.) to do something in a particular way

particle (n.) a very small part of something 

force (n.) physical energy 

to vary (v.) 

to be different

to vibrate (v.) to shake with quick, small movements

fixed (adj.) not able to move 

to roll (v.) to turn smoothly 

5. Introducing new contentRead the information report and update your

table:solid liquid gas

Example

Distance between particles

Forces between particles

Movement of particles

solid liquid gas

Example desk water air

Distance between particles

very small / very close together

small/ /close together

large/ far apart

Forces between particles

strong less strong weak

Movement of particles

vibrate in fixed place

roll over one another

move freely

6. Reflection and reinforcement

Deconstructing genre: The Information ReportPurpose and social functionParticipants, processes and tense

6. Reflection and reinforcement

Make groups of six to eight. At the teacher’s instruction, work

with your team mates to demonstrate a state of matter.

7. Applying new knowledge

Language support -nominalisation

Noun Verb (active) Verb (passive)

evaporation

sublimation

condensation

freezing

melting

adding

removing

Further language supportMelting is the process in which a solid turns

to a liquid when heat is added.Evaporation is the process through

which ..................... ..................................... when heat is ........................

Freezing is the process whereby ...................................... .......................................... when heat is ...........................

Condensation is the process through which .................. ............................................. when heat is ........................

Sublimation is the process in which ............................... ................................... when heat is ..................................

ScaffoldSubstance State Heat/cool Distance

between particles

New state Name of change of state

Coconut oil solid heat increases liquid melting

Water heat

Coconut oil 

cool

Steam 

cool

Naphthalene 

solid heat

Naphthalene 

gas cool

Your turn –writing taskRead the table from left to right and write a

short explanation e.g.When coconut oil, a solid, is heated, the distance between the particles increases and the new state is liquid coconut oil. The name of the change of state from a solid to a liquid is called melting.

Homework: Organise your sentences into an information report on “Creating changes to states of matter”

8.EvaluationAsk students to read some of their sentences

aloud.Review of homework in the following lesson

Why CLIL?“in formal educational settings, second

languages are best learned when the focus is on mastery of content rather than on mastery of language per se” (Richards & Rodgers, 2001: 209)

CLIL encompasses “language of, for and through learning”, which corresponds to:the essential vocabulary and grammar related

to contentthe language needed to interact and

communicate understanding in the classroomnew language that emerges through learning

(student-directed) (Coyle et al, 2010: 36-38).

Students need to develop not only “Basic Interpersonal Communicative Skills” (BICS) i.e. “skills needed for social, conversational situations” but also “Cognitive Academic Language Proficiency” (CALP), i.e. the abstract and formal language needed for academic study (Cummins, cited in Bentley, 2010: 8)

ChallengesTeacher competencies – content AND

languageCognitive demands on students may cause

anxiety and demotivation stemming from fear of failure >emphasis on short-term learning goals to build

student confidence; provision of support within their ZPD

(Vygotsky, 1978); pair and group work; role of teacher as facilitator rather than

knowermodification and scaffolding of authentic

materials = HARD WORK FOR TEACHERS

So why bother?

‘I found using CLIL made my students more active and interested. They think now that learning English has a real purpose.’

ReferencesBentley, K. (2010). The TKT Course CLIL Module. Cambridge: CUPCoyle, D., Hood, P., and Marsh., D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: CUP.Mehisto, P., Frigols, M. & Marsh, D. (2008). Uncovering CLIL. UK: Macmillan.Richards, J.C. and Rodgers, T.S.(2001). Approaches and Methods in Language Teaching (2nd ed.) New York: Cambridge University Press.Ting, Y. T. (2011). CLIL… not only not immersion but also more than the sum of its parts. ELT Journal, 65(3), 314-317.