04/06/2019

Creative Teaching:
CLIL in the Secondary
Classroom

What is CLIL?
Content and Language Integrated Learning

‘It is a dual focused educational approach in

which an additional language is used for the
teaching and learning of both the content and
language.’

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WHAT IS CLIL?

‘That is, in the learning and teaching process, there

is a focus not only on content, and not only on
language. Each is interwoven even if the emphasis is
greater on one or other at a given time.’
‘CLIL is not a new form of language education. It is
not a new form of subject education. It is an
innovative fusion of both’
(CLIL- Coyle, Hood and Marsh, CUP, 2010)

• Teaching a subject, i.e. content, with another

language (English)
• Content is the main aim so assessment should
follow this
• Students should be able to communicate in
English in some way (A2 CEFR and above)
• Encouraged by the EC so expanding
• Subject teachers must alter their
methodology to teach CLIL (Use ELT
techniques)

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• Teachers must scaffold lessons so the

content is learned regardless of their level
of English and to encourage the
development of English.

• CLIL is a motivational (fun, memorable)

and a learner training strategy (students
learn to learn)

21st Century Skills

• Creativity
• Collaboration
• Critical thinking
• Communication

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European Commission:
Key Competencies of Lifelong Learning

1. Communicating in a mother tongue

2. Communicating in a foreign language
3. Mathematical, scientific and technological competence
4. Digital competence
5. Learning to learn
6. Social and civic competences
7. Sense of initiative and entrepreneurship
8. Cultural awareness and expression

https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=LEGISSUM%3Ac11090

Are you teaching CLIL?

Content Language
Driven Driven

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Syllabus Design
CLIL Syllabus: Conceptual Sequencing
• The topic is covered in detail
• Material is authentic and well researched
• The content is motivational

A CLIL Lesson – The 4Cs

Content - The content you will teach, e.g. planets in a science lesson
Cognition – The language skills used to teach the
concepts, e.g. speaking, reading, writing, listening, critical
thinking etc.
Communication – the grammar and vocabulary used in the
lesson, e.g. adjectives, present simple, etc.

Culture – The link to the culture, environment, society you

exist/participate in, compare/contrast with others, show
interconnectivity and relationships between one another's
cultures/environment etc

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A CLIL Lesson – The 4Cs

Aim: To differentiate between planets in the

Solar System by interpreting, transcribing and
producing descriptions. Using adjectives,
comparatives, superlatives, chemical
components, Roman Gods and prepositions.
To raise awareness of the Earth’s
geographical make up in comparison and
relation to the planets and the sun.

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A CLIL Lesson – The 4Cs

https://www.youtube.com/watch?v=b-zfnudBDDQ

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Activity Types in CLIL

A or B?
• Which activity is cognitively more
challenging?
• Which is the most appropriate for building
knowledge?
• Which offers the most opportunities for
language use?
• When and why would you use each activity?

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Activity Types in CLIL

• It is procedure rich. It is challenging and encourages

learner autonomy, learner training and critical thinking
(EC Competencies)
• Content is learned through memorable activities and
tasks because they are communicative and interactive
• A range of skills and language are used to learn content
thus developing the whole student

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Scaffolding

Look at the tasks for the reading. Which

one gives the students the most support?

Photo courtesy of Izabela Rutkowska,

CLIL student, 2019

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Scaffolding

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Differentiation
Our large classes are made up of unique,
different, individual children. Broadly, the 3
key aspects may be…
• Readiness to learn
• Learning needs
• Interest

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Differentiation
Methods of differentiation:

Task
Different tasks for different ability

A worksheet which gets progressively harder

(3 chillis)

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Differentiation
Grouping

Small mixed-ability groups

Collaborative learning
Lower-level learners have peer-support
Higher-level learners have opportunity to organise and explain thoughts
(peer-modelling)
Allocation of roles in groups which cater to students’ strengths

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Differentiation
Resources

Use a wide spectrum of materials to

achieve a single learning outcome
(Texts with
pictures/technology/video/music etc)

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Differentiation
Pace

Use time flexibly to meet all students’

needs and complete the course work
(Help weakest/challenge highest)

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Differentiation

Outcome

All students undertake the same task but a

variety of results is expected and acceptable
(The result is not a right or wrong answer
but a personalised outcome.)

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Differentiation
Dialogue and support

Clear instructions
Pre-teach vocabulary
Detailed explanations
Targeted
questioning/eliciting/comprehension check
questions
Verbal encouragement – Well done!

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Differentiation
Assessment

On-going assessment (A process that

can then be adjusted to match the
students’ development and needs –
Formative assessment)

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Differentiation

Differentiation shifts the focus from

teaching the subject (Content) to teaching
the students

https://www.teachertoolkit.co.uk/2017/03/28/differentiate/

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