1. What is CLIL?
How does CLIL benefit learners?
What are the underlying principles of CLIL?
What’s different about CLIL lessons?
How do I become a CLIL teacher?
Are there any available resources?
Where can I find out more?

2. Dominance of English in Further Education
Total Immersion
A bilingual school is…
3 - early 20’s
Dominance of English in Further Education
A bilingual person is someone who…
Europe and Asia
The term CLIL was first used in 1994 form a variety of approaches including immersion.
The age group we are talking about can be from 3 to early 20
CLIL is now one of the fastest developing areas in language teaching worldwide, specially Europe and Asia
Appeals to Generation Y born after 1990 who learn as they use, «use as they learn»
CLIL is the best response to the modern ¿¿, globalised, integrated world.
Content and Language Integrated
Learning
Generation ‘Y’

3. What is CLIL?
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. Derived from the notion of ‘Language Across the Curriculum’

4. Clasroom
principles
Language is used to learn as well as to communicate.
It is the subject matter which determines the language needed to learn.
Subject is taught in simple easily comprehensible ways, using diagrams, illustrations, graphs, highlighted terms.
Language- subject based vocabulary, texts and discussions.

5. Towards a CLIL project Think about the CLIL projects in your school
If your school is not implementing CLIL yet, complete the chart with how you think it will be implemented OR consider another CLIL project that you are familiar with. If your school will not be implementing a CLIL project at all, answer the questions based only on how you imagine you would put the CLIL approach in practice in your own classes.

6. Core principles of a CLIL Programme
Subject dictates what language support is needed.
The four skills are a means of learning new information
The four skills are a means of displaying understanding
Subject content may be approached in an interdisciplinary way.
Materials and communication is authentic.
Learning is active whenever possible
Learning needs to be scaffolded, supported and structured.
Close co-operation/collaboration between teachers is important.

7. The 4Cs
Content- Progression in knowledge, skills and understanding related to specific elements of a defined curriculum.
Communication- Using language to learn and learning to use language. Language does not follow the grammatical progression found in language-learning settings
Cognition- Developing thinking skills which link concept formation (abstract and concrete), understanding and language.
Culture- Understanding otherness and self, deepened feelings of community and global citizenship
(David Marsh)

9. Lexical rather than grammatical approach
Language that has real purpose and is dictated by the context of the subject
Attention to collocations, semi-fixed expressions, set phrases and subject specific and academic vocabulary
Chunks of language that can be picked up and used immediately
There is no grading for language!
Learners are not afraid to make mistakes
Learner styles are taken into account

10. Incentives and Barriers to a CLIL Programme
What do you think are the incentives/barriers, pro’s/cons, advantages/disadvantages of a CLIL programme?
Think about your context, your students, your colleagues.
Discuss…

11. Benefits of CLIL The whole that is greater than the sum of parts
Accelerates learning
Is authentic (learners have a real need and desire to use English)
Nurtures a can do attitude
Fires the brain up
Serves as a platform for ultimate student’s interest in other languages and cultures
Gives feelings of professional satisfaction and cooperation to teachers
Parents are for it
Beneficial for the school

12. Discouraging factors/limitations
CLIL is complex
There is no single model for CLIL- The context is to be taken into account
Who is to teach CLIL (language or subject teachers), and how to combine both?
New concepts are always difficult to accept
Insufficient understanding of content through the medium of foreign language
CLIL methodology and assessment are not clear- teachers have to be supported
Teacher overload, shortage of materials

13. Knowledge
Skills
Strategies

14. CLIL Basics: Methodology
and Planning
Define the linguistic and non-linguistic aims and contents, bearing in mind:
Student’s age, course and cognitive development
Their interests, learning styles, personal and academic background.
Their linguistic competence in L2
The general topic and cross curricular links
The resources available

15. Establish a connection with eight Key Competences:
Linguistic
Mathematical
Scientific
Digital
Social and civic
Cultural and artistic
Learning to learn
Personal autonomy

16. Specify the possible links both with the local community and the local culture:
History
Festivals
Traditions
Economy
Work opportunities
Tourism

17. Select the oral and written input
Highlight key content terms
Cosnider language needed for task execution
Include scaffolding strategies (notes, mind maps, graphic organizers)
Visual support for instructions
Sequence language skills during the lesson
Include a variety of tasks to develop different skills and learning strategies
Design activities which progress from comprehension to production
Diversify grouping patterns
Integrate ICT
Integrate a self-assessment check at the end of the lesson/unit

19. Designing a CLIL unit outline