Writing the CLIL Syllabus: From
CILOs to Assessment
CLIL entry points in the BINUS
CURRICULUM
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Entrepreneurial skill
ICT skills
Effective English communication skills
Ethical, social and professional conduct
Global mindset
Creativity and innovation
Real world knowledge application
How can we
cascade down
communication
competence to
our CILOs?
Sample CILOs from the curriculum
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Upon successful completion of this course,
students are expected to be able to:
Analyze factors influencing the global marketing
environment
Explain the international marketing planning
process.
Explain and apply the appropriate approaches to
develop an international marketing strategy
Design and present a creative and effective
international marketing plan
Identify and explain contemporary issues in
international marketing
Sample CILOs from the curriculum
Upon successful completion of this course, students are
expected to be able to:
• Describe themselves, including their mental process,
character and behavior
• Identify their potentials and ways to optimize their
talents
• Define their role as an individual and as part of the
community, along with their rights and obligations
• Identifying coping mechanisms and resilience when
they encounter problems/stressors
Sample CILOs from the curriculum
Upon successful completion of this course, students
are expected to be able to:
• Identify and explain research problem area in their
field of study
• Apply critical thinking in analyzing research problem
• Apply appropriate approaches and techniques in
designing research project
• Communicate research ideas and design effectively in
verbal and written form
How can we
identify entry
points for CLIL
in the course
outline?
How can
CLIL be
assessed in
the course?
How can CLIL
be
incorporated in
the teaching,
learning, and
assessment
plan?
Bibliography
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https://www.youtube.com/watch?v=uIRZWn7-x2Y
Bentley, K. (2010). The TKT course: CLIL module. Cambridge: Cambridge University Press.
Bertaux, P., Coonan, C.M. Frigols-Martin, M.J., Mehiso. P. (2009). The CLIL teachers’ competences grid. Retrieved
from http://lendtrento.eu/convegno/files/mehisto.pdf
Bradbury, D. (2015). CLIL Workshop. [PowerPoint slides].
Bradbury, D. (2012). CLIL Workshop for BINUS UNIVERSITY [PowerPoint slides].
British Council (n.d.). CLIL: a lesson framework. Retrieved from http://www.teachingenglish.org.uk/article/clil-alesson-framework
Cambridge University press ELT (2010 Nov 11). David Marsch on CLIL. [video file]. Retrieved from
https://www.youtube.com/watch?v=-Czdg8-6mJA
Coonan, C.M. (2013 Oct 29). The role of CLIL teachers. [video file]. Retrieved from
https://www.youtube.com/watch?v=doN8oLApaSU
Coyle, D., Hood, P. , & Marsh, D. (2010). Content and Language Integrated Learning. Cambridge: Cambridge
University Press.
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classroom. NY: The International Debate Education Association.
CRLTatUMichigan. (2009 May 1). Deborah Ball: engaging students in large classes. Retrieved from
https://www.youtube.com/watch?v=pPhCmvpPorU
Dale, L. & Tanner, R. (2012). CLIL Activities: a resource for subjects and language teachers. Cambridge: Cambridge
University Press.
Matsuda, P.K. (2015). A writing workshop for teachers. [PowerPoint slides].
Matsuda, P.K. (2015). Teaching and Assessing English Writing in the Multilingual Contexts [PowerPoint slides].
Richards, J. (2013). Curriculum approaches in language teaching: forward, central, backward design. Retrieved from
http://www.professorjackrichards.com/wp-content/uploads/Curriculum-Approaches-in-Language-Teaching.pdf
University of Leon (2014 Dec 29). Teaching resources and evaluation tools to implement CLIL in the university.
Retrieved from http://clilenlaule.blogspot.com.es/