CLIL - CONTENT AND LANGUAGE INTEGRATED LEARNING

CLIL is an method or approach which integrates the teaching of content from the curriculum with the teaching of a non – native language. It is increasingly important in our global, technological society, where knowledge of another language, especially English hepls learners to develop skills in their first language and also helps them develop skills to communicate ideas about subject to people around the word. It gives learners a different learning experience compared with most foreign language teaching because in a CLIL classroom, the curricular subject and new language are taught together. Thinking and learning skills are integrated too. CLIL can involve many methodologies from both subject and language, so CLIL presents new challenges for teachers and learners.

What are the benefits of CLIL ?

                                          CLIL aims to :

  • introduce learners to new concepts through studying the curriculum in a non – native language
  • improve learners' production of the language of curricular subjects
  • improvee learners' performance in both curricular subjects and and the target language
  • increase learners' confidence in the target language and their first language
  • 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
  • increase learners' sensitivity to vocabulary and ideas presented in the target language
  • provide more extensive and varied vocabulary
  • improve learners cognitive activities during the learning process.

CLIL is referred to as heving „4Cs” as components

CONTENT

Content - integrating content from across the curriculum subjects through high quality language interaction.

 

• CLIL provides learning contexts which are relevant to the needs and interests of learners

• CLIL supports the integration of language into the broader curriculum

• CLIL can be explicitly linked to literacy, forming conceptual and linguistic bridges across the curriculum. This should involve first and second language learning.

COMMUNICATION

Communication - using language to learn and mediate ideas, thoughts and values.

 

• CLIL involves using language in the here and now to construct new knowledge and skills

• CLIL offers direct opportunities to learn through language and to make meanings that matter

• CLIL offers genuine opportunities to interact face to face and through the use of new technologies e.g. internet, video-conferencing, international projects.

COGNITION

Cognition - engaging learners through higher order thinking and knowledge processing.

 

• CLIL promotes learner progression in both language skills and knowledge construction

• CLIL helps to redefine the curriculum, sharpening the focus on the interconnections between cognition and communication – between language development and thinking skills.

CULTURE

Culture - interpreting and understanding the significance of content and language and their contribution to identity and citizenship.

 

• CLIL is particularly relevant in classrooms where learners bring diverse language and cultural experiences

• CLIL is an appropriate vehicle for exploring the links between language and cultural identity, examining behaviours, attitudes and values

• CLIL involves contexts and content which enrich the learners’ understanding of their own culture and those of others

• CLIL strengthens intercultural understanding and promotes global citizenship.

What are the different models of CLIL ?

 

 

 

SOFT CLIL

 

 

 

 

 

 

 
 


HARD CLIL

 

 

 

 

TYPE OF CLIL  TIME CONTEXT
Language -led 45 minutes one a week Some curricular topics are taught during a language course.

Subject - led

modular

15 hours during one term Schools or teachers choose parts of the subject syllabus which they teach in the target language.

Subject - led

partial immersion

about 50 % of curriculum About half of the curriculum is taught in the target language. The content can reflect what is taught in the first language curriculum or can be new content.