Content and Language Integrated

Learning (CLIL)
 Aims
To discuss:
• what CLIL is, definitions and principles
• its appropriacy for this generation of learners
• benefits to teaching and learning
• CLIL vs. ELT
• CLIL methodology and planning
• the role of language in CLIL
 Definitions

What do you understand by ‘CLIL’?

 Definitions
‘CLIL is a dual-focused educational approach in
which an additional language is used for the
learning and teaching of both content
and language’ Meehisto, Marsh & Frigols 2009:9

‘CLIL refers to any dual-focused educational context in

which an additional language, thus not usually the first
language of the learners involved, is used as a medium
in the teaching and learning of non-language content.’
CLIL Compendium
 Definitions
CLIL is used as a generic term to describe all
types of provision in which a second language
(a foreign, regional, minority language and/or
another official state language) is used to
teach certain subjects in the curriculum other
than language lessons themselves. (Eurydice,
2006: 8).
 Portuguese acronyms for CLIL

• EILE – Ensino Integrado de Língua Estrangeira

• APILC – Aprendizagem de Conteúdos através
de uma Língua Estrangeira
• AILC – Aprendizagem Integrada de Línguas e
Conteúdos
• AICL – Aprendizagem Integrada de Conteúdos
e de Língua
 Principles
‘It is based on the well-known
assumption that foreign languages are
best learnt by focusing in the classroom
not so much on language –
its form and structure – but on the
content which is transmitted through
language. Compared to other content-
based approaches the specific novelty
of this approach is that classroom
content is not so much taken from
everyday life or the general content of
the target language culture but rather
drawn from content subjects or
academic viz scientific disciplines.’
Wolff (2005:11)
 CLIL promotes four key principles
• It places content or subject learning and the
acquisition of knowledge, skills and
understanding inherent to that discipline at the
very heart of the learning process.
• Language is a conduit for communication and
learning.
• CLIL should cognitively challenge learners –
whatever their ability.
• CLIL embraces pluriculturality.
(Coyle, 2002: 27-28).
 Integration
‘In an integrated world,
integrated learning is
increasingly viewed as modern
form of educational delivery
designed to even better equip
the learner with knowledge
and skills suitable for the
global age.’

Meehisto, Marsh & Frigols 2009:10

 Key concepts and terms
‘Using languages to
learn and learning
to use languages.’
Marsh

Thinking-centred
(cognition)

Constructivist approach (Bruner;

Vygostsky)
‘Education through construction,
rather than instruction.’
Wolff: 2006

Language-sensitive
methodological
approach
 Global forces of change
Global forces that are rapidly
driving change include:
• Socio-demographic shift
• Science and technological
innovation
• Re-shaped work and
organisational cultures
• New knowledge and competence
demands
• Imperatives of sustainable
development

Globalisation - the need to re-

shape languages in education
Foresight Think Tank: languages in education
 Responding to change: CLIL and the new
generation
o Requires populations to be increasingly multi-skilled and mobile.

o English language as a basic and commonplace competence

o Mindset orientation of Generation Y focused on immediacy: learn as you use, use as

you learn . Not learn now, use later.

o This suits the integrative and instrumental methodologies common to both CLIL and the
absorption of a utilitarian command of English through the new technologies

• This is a major driver in providing learners with a positive attitude towards the language
itself.

o CLIL identified by some political and administrative forces to be one means for
achieving this in education (CLIL Matrix: 2005:6)
‘Multilingualism is at the very heart of
European identity’

ec.europa.eu/.../news/images/03_12_09_small.jpg
 European policy
• European Commission’s white paper on ‘Teaching and Learning . Towards
the Learning Society.’(1995:47) Policy statements: proficiency in three
community languages a priority MT+2 objectives of education in Europe .

• European Commission’s Action Plan ‘Promoting Language Learning and

Linguistic Diversity 2004-2006’ (specific reference to CLIL and benefits)

• Symposium of Luxembourg Presidency of EU :‘The Changing European

Classroom: The Potential of Plurilingual Education’ (Recommendations
about implementation of CLIL within educational systems) (2005)

• European Commission (2006) Content and Language Integrated

Learning (CLIL) at School in Europe. Eurydice: Brussels.
 Inclusivity
• European “entitlement” in compulsory
education (Coyle, 2002: 27)
• “CLIL offers us all an opportunity to dismantle
(...) legacies of the past. It provides all
youngsters, regardless of social and economic
positioning, the opportunity to acquire and
learn additional languages in a meaningful
way”. Marsh (2000: 9)
 Types of CLIL
• 20+ educational approaches which
share common methodologies
• Context dependent
• Depend on aim, context and desired
outcomes
• Pre-school to tertiary
• Differences: Choice of subjects,
exposure time, target languages,
overall objectives
• Modular or programme-based
• CLIL continuum – ‘soft’ to ‘hard’ CLIL
• Amount

‘CLIL is a form of planned bilingual

instruction that uses L2 for <50% for
at least 1 year of instruction.’
Cummins, 2010
Mehisto, P., Marsh, D., Frigols, M.J.
2008. Uncovering CLIL. London:
McMillan
 Teachers
• Non-native teachers
teach subject through a
foreign language
• Foreign language teachers
teach content of subject
through the foreign
language
• Ideally – both teachers
work together to support
each other and their
students in the learning
process
 CLIL for the knowledge society: Using
languages to learn
Task

• Watch the video about CLIL and answer the

questions on the sheet given.
 Benefits to learning
• Raises motivation and
interest
• Improves participation
• Raises confidence/self-
esteem
• Reinforces content and
language
• Emphasises the
interconnectedness of both
languages and content
• Contributes positively to
child’s development
 Benefits to learning cont.d
• Learn language in a real-life situation
• Demystifies idea that language learning is
difficult
• Demystifies idea that CLIL is only for an elite
• Brings people closer together
• Encourages and supports intercultural
dialogue
 Advantages for teachers
• a better understanding of educational content
• better knowledge of subjects
• improved ability to select and design tasks and materials
• improved awareness of the relevance and importance of language in
transmitting content and development of cognition
• improved range of techniques and strategies to enhance learning
• new ways of working
• more conscious of learners’ linguistic needs and strategies required to make
input comprehensible and output possible
• more linguistically-aware of their own language competence and of the
importance of language across the curriculum
• CLIL connects subjects and subject teachers, bringing together knowledge
and expertise which can be exchanged and fused into new ways of working
(Coyle et al., 2009: 18).
• ‘CLIL teacher’ can become a dimension of a teacher’s ‘professional identity’
where they may use skills developed through CLIL in their future teaching
careers.
 Challenges/concerns
• Linguistic proficiency
• Time (for planning, producing materials,
collaborating)
• Workload
• Lack of ready-made materials
• Moving out of the comfort zone (affective
challenge – losing face; not being ‘themself’)
EUROPEAN PROFILE FOR LANGUAGE
TEACHER EDUCATION: A FRAMEWORK
OF REFERENCE
• Trainee teachers learn the methodologies and strategies for
teaching another subject through the medium of a foreign
language.
• Even if trainee teachers do not intend to specialise in this
area, such training improves their language competence,
encourages more comprehensive use of the target
language in non-CLIL classes, and gives teachers ways of
raising social, cultural and value issues in their foreign
language teaching.
• CLIL approaches encourage cooperation with colleagues
from different disciplines.

Kelly et al, 2004: 77

• ‘This [CLIL] is more than language learning,
and it differs to mother tongue content
learning. It is a blend of both, and
implementation requires certain
methodological competences on the part of
any teacher.’ Marsh (2006: 35)
 Question
• In what ways do you think CLIL is similar or
different to ELT?
 CLIL VS ELT
CLIL
• Context: academic ( generally
school-based, vocational)
• Aims: academic competence –
knowledge and skills in content •
area and additional language
• Focus: subject content; language
‘of’, ‘for’, ‘through’ learning of the
subject; developing cognition
• No linguistic ordering. Language is
subject and task related. Meaning is •
attached to language through its use
in the classroom.
• Cognitive academic language
proficiency (CALP) (Cummins
1984)
ELT
• Context: academic (state school
language lessons/private language
schools
Aims: proficiency in the foreign
language (4 language skills).
Communication in the foreign
language
• Focus: language skills, structures,
functions, vocabulary
Language selected and graded Basic
structures preceed complex structures
e.g., the present simple is taught
before the passive.
• Basic Interpersonal Communication
Skills (BICS) (Cummins 1984)
 CLIL and ELT
• Similarities with ELT:
• Functional/notional approach
• Content-based teaching
• The Natural Approach (Krashen and Terrell
(1983)
• Communicative Approach
• Task-based Learning
 Unique methodology
Knowledge base of foreign
language
Language as a tool for learning
subject content
Fusion
CLIL Knowledge base of History,
Science, Geography etc.
Dual focus:
Adjusting practice to
content and account for content and
language language learning and
use: task-based learning;
activities that promote
thinking and
communication
 Knowledge base of teacher education
1) content knowledge of the subject matter;
2) pedagogic knowledge of generic teaching strategies, the how to, including
classroom management, and the why behind this which includes beliefs
about teaching and learning;
3) pedagogic content knowledge - the how to related to the teaching of the
specific content including methods, materials, assessment;
4) support knowledge – the knowledge of the disciplines that inform an
approach to teaching and learning such as linguistics, SLA and psychology,
research methods;
5) curricular knowledge (of the official language curriculum and resources);
6) contextual knowledge (of learners, the school and wider community);
7) process knowledge (consisting of enabling skills – ability to relate to
learners, other teachers and parents; study skills, collaborative skills,
inquiry skills – for observation and self-evaluation; and meta-processing –
of self-awareness and self-management).
FEATURES OF CLIL METHODOLOGY
(Coyle, 2010)
• The ‘what’ and the ‘how’ of • Language of, for and through
content learning learning
• Academic language CALP

Content Communication

Culture/community Cognition

• Learning about self and • T Thinking skills: lower to

others. Learning alone, from higher order
and with others. • Re: Bloom’s Taxonomy
• Social interaction as basis for • Multimodality
learning. ZPD -Vygostky
The CLIL Pyramid (Meyer, 2010)

Fusion = CLIL

Culture

Cognition Communication

Content
CLIL MATRIX: cognitive and linguistic
demands of tasks

In Coyle et al (2010: 68)

 Role of language
• Language as a tool/conduit for other learning vs.
subject
• CALP vs. BICS
Basic interpersonal communicative competence
(BICS) (1-2 years to develop)
Cognitive academic language proficiency (CALP)
(5-7 years)
• Meaning and use vs. focus on form
• ‘Counterbalanced approach’ (Lyster, 2007)
 Teaching through vs. in

• It is not about teaching “the same” in another

language, but deals with promoting assimilation of
content through the use of different techniques
(identification, classification, inference, prediction,
recognition, comparison), the encouragement of
cooperative study strategies, and the search for
alternative means of supplying input (internet,
magazines, newspapers, brochures, instructions,
scientific journals) that help the understanding of
material. (Pavón and Rubio, 2010: 51)
 Considerations
• The language demands of subject content:
content-obligatory language and content-
compatible language.
• How the teacher may use language in a CLIL
lesson
• How a learner may communicate in a CLIL
lesson
 Content-obligatory language
• The language of learning:
• The language related to the subject:
• Key vocabulary
• Grammar structures
• Functional language
 Content-compatible language
• The language for learning:
• Depending on the subject, learners may need
language to describe, explain, hypothesise,
justify, etc.
• This language is specific and predictable. It is
also more commonly used language.
 Communicative functions
• Learners need to develop communication
skills during CLIL lessons.
• They need to be able to express ideas, give
opinions, interpret data, describe a process,
explain how something works or why
something happens.
 The role of L1
• Code-switching is an individual’s use of two languages
within the same speech act. There are at least two types:
intrasentential where the switch occurs within a clause or
sentence; and intersentential when the switch occurs at
clause or sentence boundaries (see García, 2009: 49-51).

• Translanguaging is the use of different languages for

different modalities. For example, in a classroom reading is
done in one language and writing in another (see García,
2009:44-51).

• Garcia, O. (2009). Bilingual Education in the 21st Century: A

Global Perspective. West Sussex: Wiley-Blackwell.
 CLIL and cognition
• Cognition is the driving
force of CLIL
• Students need to
develop a range of
cognitive skills and the
language to express
their thinking: CALP
 Bloom’s Taxonomy
Decide/judge/choose/

recommend
Presenting opinions/making judgements about the
content/values/validity of the text
Choose/create/design/

develop/imagine/change/
invent Compiling information in a different way – creating a new
idea/solution
Classify/categorise/

compare/examine/analyse/
Breaking down material into its component parts for
examination. Identifying motives/causes
Choose/organise/plan/

solve/identify/interview
Solving problems by applying knowledge/facts
Compare/contrast/

describe/infer/explain

Understanding and interpretation of facts

Tell/show/find/name/

list
Recall of facts
 Task
• Use the materials given to you to construct an
activity for primary learners.

• Consider the language of and for learning as

well as the cognitive demands of the activity.

• http://resources.woodlands-
junior.kent.sch.uk/revision/science/electricity.
htm
 Mind Map – Nature
A. Growing Plants: Seeds, bulbs
and cuttings
2. Plant Reproduction

Type of Understand that plants reproduce in different ways

reproduction
Identify plants that reproduce through
seeds, bulbs and cuttings Explain how a plant reproduces

Content Explain how to grow a plant

Culture

Understand and
Nature explain
Communication
Growing Plants: Cognition
2. Plant Reproduction How plants reproduce

Predict / discuss:
Experiment what I need to
Language of Language for Language through grow a plant
Learning Learning Learning
Understand Describe
Distinguish:
 Key vocabulary  Group work:  Group work: Take notes seeds, bulbs
(before and after and cuttings
 Describing discussing, arguing, presenting results
Listen and the experiment) –
 Identifying predicting  New vocabulary to number How to what I know/
grow a plant
 Language to answer carry out the what I learnt
questions activities
Complete
 Language to carry sentences Compare
out some worksheet notes with
tasks other groups
Order the
steps
Rute Matos
2010/2011
 CLIL Lesson Plan

UNIT: Growing Plants (2. Plant Reproduction) TIMING: 3

Lessons
SCHOOL: EB/JI Quinta de S. Gens CLASS LEVEL: 3rd A

Aims

 To present the content of the unit;

 To introduce the topic – plant reproduction;
 To make learners aware of the different types of plant reproduction;
 To make learners aware of what they already know about plant reproduction;

 To help learners understand the different types of plant reproduction;

 To help learners describe how to grow a plant;

Teaching objectives
(What I plan to teach)

Content Cognition
 Types of plant  Enable learners to identify different types of plant reproduction
reproduction  Lead learners to understand how plants reproduce
 Understand how plants can  Let learners predict/ discuss what they need to grow a plant
reproduce  Make learners distinguish between seeds, bulbs and cuttings
 Understand how to grow a  Vocabulary building, learning and using
plant

Culture Communication

Language
 Identify plants that
reproduce through seeds, Language of learning Language for learning through learning
bulbs and cuttings
 Key vocabulary: seeds,  Discussing/ arguing/  Language
 To become aware that bulbs, cuttings, predicting – to grow my needed to
plants can reproduce cabbage, parsley, tulips, plant I need…/ I think carry out
differently iris, roses, daisies, plant, my plant reproduces activities and
grow, soil, water, plant through… explanations;
 To become aware of the pot, sun.  Language to
importance on the sun, check
water and soil in the results;
process of growing a plant  Language to
carry out
 Respect Nature and plants some
worksheet
tasks
 Stage
Time Procedure Learning aim Scaffolding strategies
Interaction (teaching instructions)

T. asks SS if they remember what they

Lead in did the previous lesson- growing a plant/  Remembering  Write on the board
planting. T. leads SS to recall the the words they are
different steps they followed last lesson. going to need and
As SS answer T. writes words such as, use later
10m  Recalling
plant pot/ soil/ seeds/ bulbs/ cuttings/
water/ roses(…) on the board.

T. says: can you tell me - a cabbage  Remembering

Whole class reproduces through… and a rose grows
 Begin a sentence and
from… SS should answer completing  Recalling let students finish it.
the sentences.

T. gives a handout and explains SS that  Recalling

they have to look and order the steps

Checking according to the planting they did in the  Sequencing

previous lesson.
knowledge

T. asks: can you tell me which is number

one? Do you remember planting the  Thinking  Put your hand up if
seeds, the bulb and the cuttings? What  Remembering you want to answer
did we do first?  Sequencing
10m
S. number the steps.

After putting the steps in order T. asks  Sequencing  Begin a sentence

SS: so number one is… and reads the and let students finish
sentence and asks SS to complete.  Writing it.
Whole class
T. does the same with the other steps.

 Do the correction
on the board

T. tells SS to look at the pictures  Listening

Listening activity (cabbage, tulip, roses) on the handout  Identifying
and says T. is going to describe those  Point to handout
 Task
• In groups think of ways in which the teacher
can scaffold learning in a CLIL lesson.

• Check your ideas with the taxonomy of

scaffolding strategies.
 Broad scaffolding categories

Planning Materials Delivery

aims for 4Cs (content,

communication, cognition,
culture)
anticipates language demands :
language for/of/through
learning
makes appropriate choices for teacher’s language
developmental level (content
and language)
teacher talk: modifying
uses visuals, realia, technology,
film to support learning
language

anticipates learning demands: language is supported

appropriate sequencing of
tasks from lower to higher
order thinking skills; linguistic
and content demands balanced
builds on prior learning
considers a variety of
interaction patterns
(e.g.,simplified, key words
underlined)
cognition is supported (use of
diagrams, pictures which show
relationships between key
ideas)
materials are balanced in terms
of language demands and
cognitive demands
communicative functions
to support learning
supporting content and
cognition
supporting
language/communication
EUROPEAN FRAMEWORK FOR CLIL
TEACHER EDUCATION
‘Teachers undertaking CLIL will need to be
prepared to develop multiple types of
expertise: among others, in the content
subject; in a language; in best practice in
teaching and learning; in the integration of
the previous three; and, in the integration of
CLIL within an educational institution.’
Marsh et al (2010: 5)
 CLIL Teacher Competences
What types of competence do teachers need in
order to give successful CLIL lessons?
• Language competence
• Knowledge competence
• How to devise lessons which promote the learning of
content, language and the development of cognition
• How to support the above three when delivering
lessons
• CLIL Teacher’s Competences Grid http://www.ccn-
clil.eu/index.php?name=Content&nodeIDX=3857
 Teacher collaboration
• Fusing expertise
• Learning from and with each other

• Video clip: The CORE of CLIL project:

• http://www.coreproject.no/
 Teachers’ voices
‘CLIL is helping me think about what we teachers
are actually teaching our students. Is it useful for
them? Is it interesting and practical?’

‘I feel I’m closer to my students. I have learned a

lot about the primary curriculum. ‘

‘CLIL has made me think that it is possible to go

beyond the language.’

‘I spend more time thinking about scaffolding

strategies and planning tasks that are cognitively
more demanding and at the same time enjoyable.
Personally and professionally I think the CLIL
experience has helped me be a better teacher.’

‘When preparing CLIL lessons, I think more about

the language I need to use and the language they
will need to speak. ‘
• What can I ‘take’ from CLIL that will enrich my
English language lessons?
 Influence on language lessons
• ‘Now when I’m planning my language lessons, I always
try to integrate content related to the students’
curriculum not just teach vocabulary or small
sentences.’

• ‘I would never ask ‘Why’ questions or make them think

and I would never talk about habitats [ ] which was a
mistake. Probably in the future I’ll teach differently
since I saw what my students were capable of.’

• ‘Now I ask myself: How can I make them think?

That’s new!’
 Teacher education for CLIL:
Publications
• Teacher Education for CLIL across contexts:
From Scaffolding Framework to Teacher
Portfolio for Content and Language Integrated
Learning (2006)
• The CLIL Teacher’s Competences Grid (2010)
• European Framework for CLIL Teacher
Education (2010)
• CCN (CLIL Cascade Network) Core CLIL
Activators; CLIL Essentials
 Useful References
• Coyle. Do, Hood. Philip, Marsh. David. (2010). CLIL: Content and Language Integrated Learning.
Cambridge: Cambridge University Press
• Cummins, J. BICS and CALP http://iteachileanr.com/cummins
• Cummins, J. (1984)Bilingualism and Special Education: Issues in Assessment and Pedagogy. College Hill:
San Diego, CA
• Darn,Steve. Content and Language Integrated Learning (CLIL). A European Overview.
http://www.eric.ed.gov/PDFS/ED490775.pdf
• European Commission 1995) ‘Teaching and Learning . Towards the Learning Society.’
http://europa.eu/documents/comm/white_papers/pdf/com95_590_en.pdf
• European Commission (2005) Key Data on Teaching Languages at School in Europe
http://digm.meb.gov.tr/belge/EU_KeyData_Eurydice_2005.pdf
• European Commission (2006) Content and Language Integrated Learning (CLIL) at School in Europe.
Eurydice: Brussels. http://www.aulaintercultural.org/IMG/pdf/CLILEN.pdf
• European Commission (2006) European Union Framework of Key Competencies for Life Long Learning.
http://ec.europa.eu/dgs/education_culture/publ/pdf/ll-learning/keycomp_en.pdf
• European Commission (2009) Contribution of Multilingualism to Creativity. EACEA: Brussels.
http://eacea.ec.europa.eu/llp/studies/documents/study_on_the_contribution_of_multilingualism_to_c
reativity/compendium_part_1_en.pdf
• Kelly, M. Grenfell, M. Allan, R. Kriza, C. McEvoy, W. (2004) European Profile for Language Teacher
Education – A Frame of Reference. A Report to the European Commission Directorate General for
Education and Culture. Retrieved from http://ec.europa.eu/education/languages/pdf/doc477_en.pdf
• Marsh, David. Using Languages to Learn and Learning to Use Languages
http://clilcompendium.com/1uk.pdf
• Marsh, David. (2006) English as a medium of instruction in the new global linguistic order:
Global characteristics, local consequences.
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.125.2388
• Mehisto, Peeter. Marsh, David & Frigols. Maria Jesus. (2008). Uncovering CLIL. Oxford:
Macmillan
• Naves, Teresa. Effective Content and Language Integrated Learning (CLIL) Programmes.
http://www.ub.edu/GRAL/Naves/Docs/Naves2008EffectiveCLILProgrammes.pdf
• Talking the Future 2010 – 2020 • CCN Foresight Think Tank
• http://clil-
cd.ecml.at/LinkClick.aspx?fileticket=E4w8aVlV8TQ%3D&tabid=936&language=en-GB
• Marsh, David. (2006) English as a medium of instruction in the new global linguistic order:
Global characteristics, local consequences.
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.125.2388
• Marsh. David, Mehisto. Peeter, Wolff, Dieter, Frigols. Maria Jesús (2010). European
Framework for CLIL Teacher Education
• Pavon Vazquez, Victor & Rubio, Fernando (2010). Teachers’ Concerns and Uncertainties
about the Introduction of CLIL Programmes. Porta Linguarum

• Wolff, Deiter (2005) Approaching CLIL. In Project D3 – CLIL matrix. The CLIL Quality Matrix
http://archive.ecml.at/mtp2/clilmatrix/pdf/wsrepD3E2005_6.pdf
 Materials
• Theoretical background: Mehisto
• http://www.ccn-
clil.eu/index.php?name=Content&nodeIDX=3486
• Catalonia teachers’ site:
http://srvcnpbs.xtec.cat/cirel/cirel/index.php?opt
ion=com_content&view=article&id=102&Itemid=
74
• Isabel Perez:
http://www.isabelperez.com/clil/clicl_m_6.htm
• Onestopclil:
http://www.onestopenglish.com/clil/secondary/
 Videos of CLIL lessons
• ITALIC: https://www.abdn.ac.uk/italic/
• CILT: The National Centre for Languages
• http://www.cilt.org.uk/secondary/14-
19/intensive_and_immersion/clil.aspx
• Geography through French
http://www.cilt.org.uk/secondary/14-
19/intensive_and_immersion/clil/case_studies
/clil_to_enhance_other_areas.aspx
 Useful links
• CLIL Teacher’s Competences Grid:
http://www.ccn-
clil.eu/index.php?name=Content&nodeIDX=3
857
• Planning and observation checklist for CLIL
• http://www.ccn-
clil.eu/index.php?name=Content&nodeIDX=3
486