1. CLIL: a short insight into an innovative approach
Mauro Sandre
SSIS 2° Anno
A046 – Inglese

2. What is meant by CLIL? Language acquisition theories behind CLIL
Krashen (1987): acquisition vs learning
Krashen (1987) input hypothesis
Input must be comprehensible (i+1)→ acquisition
Cummins (2002) BICS-CALP binomial
Basic Interpersonal Communicative Skills – Cognitive Academic Language Proficiency
Cummins (2002) diagram
cognitively demanding
context embedded context reduced
cognitively undemanding

3. How can Ss learn/acquire language through CLIL?
focus on content rather than form (natural environment of language acquisition)
motivation
cognitive processes and linguistic support
concepts lexis
processes communicative function
study skills linguistic skills
metacognition textual organisation
memory grammar
→ language as a complex cognitive skill

4. How is a CLIL lesson organised?
Developing cognitive skills
'diagrams of thinking‘ to help learners categorise the ideas and information in a text
tree diagrams for classification, groups, hierarchies
flow diagrams and timelines for sequenced thinking (instructions and historical information)
tabular diagrams (describing people and places)
All four skills combined
listening/reading as source of input
speaking focuses on fluency
writing through a series of lexical activities
Providing lexical structures (frames)
Focus on lexis rather than grammar
Focus on language related to the subject
Linguistic activities
Pre, while and post reading tasks are as appropriate in the subject context as in the language context

5. How should Ss perform in L2?
Focus on form through:
Need to perform L2
Revising L2 production
L2 Ts should intervene on form
Written production
Focus on errors
Focus on text organisation
Oral production
Feedback on errors
Negotiation

6. Are language Ts going to disappear with CLIL?
Content Ts recruitment criteria
Coonan 2001:
“Language Ts are still important concerning Ss’ output (focus on form is needed)”
Evaluation both on content and language
Language CLIL Content
subject subject