CLIL- An Introduction to Content and Language Integrated Learning

CLASS 9

What is CLIL?
In order to understand the basics of CLIL, I recommend you first watch the following video: Click
on the image to follow the link.

CLIL foundation pieces

Selections from Mehisto, Marsh and Frigols (2008) chapters 1 and 2S:

The CLIL strategy, above all, involves using a language that is not a student´s native language as
a medium of instruction and learning for primary, secondary and (or vocational-level subjects such
a math, science, art or business. However, CLIL also calls on content teachers to teach some
language. In particular, content teachers need to support the learning of those parts of language
knowledge that students are missing and that may be preventing them mastering the content.
Thus, CLIL is a tool for the teaching and learning of content and language. The essence of
CLIL is integration. This integration has a dual focus:

1. Language learning is included in content classes (eg, maths, history, geography, computer
programming, science, civics, etc.). This means repackaging information in a manner that
facilitates understanding. Charts, diagrams, drawings, hands-on experiments and the
drawing out of key concepts and terminology are all common CLIL strategies.
2. Content from subjects is used in language-learning classes. The language teacher, working
together with teachers of other subjects, incorporates the vocabulary, terminology and texts
from those other subjects into his or her classes. Students learn the language and
discourse patterns they need to understand and use the content.

It is a student´s desire to understand and use the content that motivates him or her to learn the
language. Even in language classes, students are likely to learn more if they are not simply
learning language for language´s sake, but using language to accomplish concrete tasks and learn
new content. The language teacher takes more time to help students improve the quality of their
language than the content teacher. However, finding ways in the CLIL context to inject content into
language classes will also help improve language learning. Thus, in CLIL, content goals are
supported by language goals.

In addition to a focus on content and language, there is a third element that comes into play.
The development of learning skills supports the achievement of content language goals.
Learning skills goals constitute the third driver in CLIL triad.

Therefore, the ultimate goal of CLIL initiatives is to create conditions that support the achievement
of the following:

 grade-appropriate levels of academic achievement in subjects taught through the CLIL

language;
 grade-appropriate functional proficiency in listening, speaking, reading and writing in the
CLIL language;
 age-appropriate levels of first-language competence in listening, speaking, reading and
writing;
 an understanding and appreciation of the cultures associated with the CLIL language and
the student´s firs language;
 the cognitive and social skills and habits required for success in an ever-changing world.

The CLIL method can give young people the skills required to continue to study or work in the
CLIL language. However, language maintenance and learning is a lifelong process requiring
continued use and ongoing investment.

The many faces of CLIL

CLIL is an umbrella term covering a dozen or more educational approaches (eg, immersion,
bilingual education, multilingual education, language showers and enriched language
programmers). What is new about CLIL is that it synthesizes and provides a flexible way of
applying the knowledge learnt from most various approaches. The flexibility of the approach is,
above all, evident in the amount of time devoted to teaching or learning through the second
language. CLIL allows for low-to high-intensity exposure to teaching/learning through a second
language. The approach can also be used for short-term high-intensity exposure.

Mehisto, March and Frigols (2008) refer to the core features of CLIL by drawing the following list:

Core features of CLIL

Multiple focus

 supporting language learning in content classes

 supporting content learning in language classes
 integrating several subjects
 organizing learning through cross-curricular themes and projects
 supporting reflection on the learning process

Safe and enriching learning environment

 using routine activities and discourse

 displaying language and content throughout the classroom
 building student confidence to experiment with language and content
 using classroom learnig cenres
 guiding access to authentic learning materials and environments
 increasing student language awareness

Authenticity

 letting the students ask for the language help they need
  maximizing the accommodation of student interests
 making a regular connection between learning and the students´ lives
 uising current materials from the media and other sources

Active learning

 students communicating more than the teacher

 students help set content, language and learning skills outcomes
 students evaluate progress in achieving learning outcomes
 favouring peer co-operative work
 negotiating the meaning of language and content with students
 teachers acting as facilitators

Scaffolding

 building on a student´s existing knowledge, skills, attitues, interests and experience

 repackaging information in user-friendly ways
 responding to different learning styles
 fostering creative and critical thinking
 challenging students to take another step forward and not just coast in comfort

Co-operation

 planning courses/lessons/themes in co-operation with CLIL and non-CLIL teachers

 involving parents in learning about CLIL and how to support students
 involving the local community, authorities and employers

Why is COGNITION so important in CLIL?

Mehisto, Marsh and Frigols (2008) in chapters 1 and 2 refer to the relationship between CLIL and
cognition and they say:

Thinking drives the teaching/learning process. The more powerful the thinking, the greater the
learning. CLIL is not exception: good CLIL practice is driven by cognition.

Thinking (cognition) is the mental faculty of knowing, which includes:

 perceiving;
 recognizing;
 judging;
 reasoning;
 conceiving;
 imagining.
Analysing facts and figures as well as differing perspectives and understandigs, imagining where
one wants to be, articulating and conceiving plans, assessing or judging progess in meeting
planned outcomes and thinking about the learning process are all helpful techniques in supporting
cognitive development and learning.

CLIL supports the holistic development of learners. Its ultimate goal is to guide students
towards becoming capable and motivated, bilingual or multilingual independent learners who:

 gain needed content and language knowledge and skills;

 actively seek and sucessfully make use of opportunities for communication with other
speakers of the CLIL language.

In CLIL, the primary focus is on substance (content) as opposed to form. Parroting language
patterns and memorizing vocabulary or facts in any subject area are unlikely to contribute to their
long-term application. In order to acquire new knowledge and skills, people usually need not only
to access new information, but also to connect that information with their own existing knowledge,
skills and attitudes.

Morever, as meaning-making is both a personal and a social process (community), new

knowledge and skills develop through personal as well as co-operative reflection/analysis
(cognition) and through a communicative process (communication). Long-term retention also
usually requires that we experience the application of new knowledge and the use of related skills
in a meaningful context. Finally, discussion and reflection, and the drawing of conclusions related
to the experience associated with the application of new knowledge and skills, helps to cement
learnig.
 THE 4C´S Framework

The 4Cs Framework integrates four contextualized building blocks: content (subject
matter), communication (language learning and using), cognition (learning
and thlinking processes) and culture (developing intercultural understanding and global
citizenship). In so doing, it takes account of integrating content learning and language
learning within an specific context and acknowledges relationship that exist between those
elements.(Coyle , Hood, & Marsh, 2010)

CONTENT: Progression in new knowledge, skills and understanding. It does not have to be part
of a discretecurriculum discipline such as maths, it can be drawn from alternative approaches to a
curriculum involvingcross-curricular and integrated studies.(Coyle,D. et al. 2010) e.g. A game in
which students have to go shopping to a supermarket and have to use coins, they solve
addition and s ubtraction problems, they have to choose the healthy food, they have to consider
the price, etc.

COMMUNICATION: Interaction, progression in language using and learning. Learners are

encouraged to produce subject language orally as well as in writing and to participate in
meaningful interaction. (Coyle,D. etal. 2010) e.g. Students verbalize the steps that they have
followedto solve a problem.

COGNITION Engagement in High Order Thinking (HOT) and understanding, problem solving,
and accepting challenges and reflecting on them. CLIL is about allowing individuals to construct
their own understandings and be challenged –whatever their age or ability. (Coyle,D. et al.
2010) eg. a problem in pairs and then evaluate the different answers and the different
procedures.

CULTURE-COMMUNITY “self” and“ other” awareness, identity, citizenship and progression

towards pluricultural understanding.(Coyle,D.et al.2010) CLIL offers rich potential for developing
notions of pluricultural citizenship and global understanding – but these need to be planned and
transparent (Commission of the European Communities, 2008) e.g. Students solve a problem
using different local measurement units ( students from different regions orcountries, students
participating in a Comenius project, students in groups representing different countries,etc.)

Essential elements in supporting

LANGUAGE LEARNING in CONTENT CLASSES

1. Create a psychologically and physically safe environment

Students must feel free to experiment with the language and not fear making mistakes. Students
of all ages need to understand that they, too, must help create an environment where their
classmates will feel comfortable - safe from ridicule, sarcasm or physical aggression. This is done
through having the class establish rules and through adherence to those classroom rules; by
dealing with problems through discussion; by providing positive reinforcement for efforts to
communicate constructively; and by encouraging students to analyse and improve their own
commentary, verbal and non-verbal reactions and behaviours. Above all, it is paramount to believe
that your students will succeed and to demonstrate your faith in them.

2. Consistently use one language

Always strive to use the target language. Initially, when necessary, a student can summarize in the
first language what was said in the CLIL language.

3. In the beginning, it is acceptable for students to use the first language

Expect students at the primary level, who are at the start of a programme, to answer initially in
their own language. They will often immediately verbalize structures taught to them in the target
language; however, do not expect spontaneous self-expression in the target language before the
third or fourth month. During these first months, the students are developing their receptive
language skills. More and more, they will understand what you say to them, although they will not
yet be able to express themselves easily in the target language. Expect primary students to mix
languages during the first half of the year, in particular. Encourage the use of the CLIL language
at all times. In secondary and vocational CLIL classes, students will also mix languages. This
facilitates communication. Give the students the needed phrases in the CLIL language and when
possible write them on the board. Once an expression has been used, consider it to be part of the
classroom repertoire. To help students avoid the temptation of relying on you as the only source of
language, you can also ask individuals who are having trouble finding the right word how to get the
point across in another way. You can ask other students for input or guide the student to a
dictionary or a vocabulary wall. In anticipation of language needs associated with a new topic,
some of the language can be posted on the wall or on the board in advance of a class.

4. Speak slowly and articulate clearly

Speak very clearly when introducing new language and structures. However, be careful not to
exaggerate words or speak unnaturally slowly. When planning, be aware of the number of new
words or structures you are introducing the students to at any one time. They will need to be
challenged yet comfortable, not frustrated or overwhelmed.

5. Use an appropriate level of language

Avoid structures that are too complicated for your students, but speak in a grammatically correct
manner. In order to keep challenging your students, use a level of language in class that is one
step ahead of theirs -enough to make them work at it without making it too hard.

6. Use facial expressions, gestures and pictures to reinforce meaning

Contrary to what is often common practice, have students listen carefully to the new words to try
and discover the meaning in the target language before you show the visual aids. This way, the
idea registers first in the target language.

7. Repetition is required

Repetition will help students to grasp meaning and create a sense of security. They will begin to
repeat to themselves the new vocabulary as they develop their receptive language skills. When
they become more comfortable with the language, they will begin to repeat the vocabulary out loud
and express themselves somewhat more spontaneously. In particular, with younger students, this
is where an established routine for the beginning of each day helps.

8. Make it meaningful

The language, themes and content of classroom lessons must be relevant and of interest to the
students. Initially, this means focusing on the students themselves, their family, their
school and the community. Later on, it can include music, local issues, school events, the
environment, problems in the community, community workers, sports, fashion, healthy lifestyles,
etc. Also, by concentrating on solving problems that require critical thinking and co-operation with
small groups of peers, students become more engaged and interested in learning. By tapping into
the experiences, personal interests and background of the students, and by really challenging
them to think, the work students do in school becomes more meaningful,
authentic and relevant to their lives.

9. Provide a variety of language models

Students need to hear the CLIL language spoken by different people in different contexts. The
language of school does not always suit everyday situations. Invite guests into the classroom and
arrange field trips. Establish a buddy system between classes, pairing each younger student with
an older student, and arrange for them to meet once or twice a week. Join international projects or
set up a project with a school in another country with students for whom the CLIL language is a
second or first language. Create assignments that require students to use native-
language resources such as music, video clips, blogs or home pages.

10. Create a wealth of opportunities to use the language

Proactive strategies such as group-work, pair-work and activity centres are more effective than
having a class do primarily written exercises, which you then correct by having one student
respond at a time. By understanding the students' current state of knowledge and their attitudes,
by taking into account different learning styles, you can develop programmes and activities that
meet a variety of their needs. Ideas, lessons and activities must be presented within contexts that
are relevant to the students. Students will learn the language by using it. Peer co-operative work
(pair and groupwork) that is focused on problem-solving activities can be particularly useful. This
provides them with opportunities to develop collaborative skills and to gain confidence in
presenting their own ideas and opinions to their peers.

11. Communication is of primary importance

It is more important for students to communicate than to worry about having perfect grammar. A
student should receive positive reinforcement for speaking, and for speaking correctly. The
teacher can model the right word or phrase, or correctly recast a faulty sentence. As students
progress, you can prompt or guide them to self- or peer-correct. Once the student has corrected
the error, continue the dialogue. Where possible, students can take the lead in conducting a
conversation. This empowers them and supports the development of a classroom culture where
students assume ever-increasing responsibility for their learning.

12. Create a wide variety of opportunities to develop all four language skills - listening,
speaking, reading and writing

Each language skill reinforces the other. Look for opportunities to combine all four skills into one
activity or a series of activities. For example, if you are discussing globalization, first have the
students write down some of their own thoughts about the pros and cons of globalization. In pairs,
each student could read what the other wrote. The two students can then combine their answers
into one written statement. They can practise presenting their conclusions. One pair then presents
to another pair. The two pairs discuss their differences and try to establish one common text.

13. Work systematically to build equal status for languages used in the school

All languages learnt and used in the school are deserving of equal attention. For example,
opportunities should be taken to make announcements in the languages of the school. Student
assemblies could include performances in the CLIL language. You can model the value of the
CLIL language by speaking it with students and colleagues outside the classroom in the halls or
cafeteria.

14. Set high, but realistic expectations

Do not underestimate what your students or you can do. Have high, but realistic expectations. At
the same time, students need to see those high expectations as attainable and fair. Also, search
for the negative expectations about students that you carry in yourself and work to replace them
with positive expectations. Above all, expect effort and dialogue from your students about the
learning process. If students are having trouble meeting expectations, build scaffold to support
them in their efforts. High expectations help to reinforce the meaningful nature of school: they help
students to concentrate on learning and to behave better. They lead to greater achievement. For
example, if students are writing letters to a politician, they would be expected to use the
appropriate level of language and to make realistic proposals for solving an issue of concern. This
may involve providing them with a general structure for the letter and typical discourse patterns.
However, students would also be expected to polish language and style, as well as analyse the
extent to which their proposals are logical and realistic.

15. Find ways of recognizing student effort and success

Reward effort. Also, reward co-operation, peer teaching, self-reliance, analysis of the learning
process, task completion, progress in meeting planned outcomes, as well as achievement in all
subject areas. Every student needs well-chosen moments in the limelight. Avoid constantly
saying well done - the big pitfall of empty praise. Effective recognition is specific and consists of
both analysis and some form of public recognition. Give students an opportunity to speak about
how they achieved their result. Listening equates with recognition. Display student work in the
classroom and hallways. Exhibit project work in the library. Invite someone to see and comment
on the work.