CLIL Essentials
(Content and Language
Integrated Learning)
Dalia-Ona Pinkevičienė
Loreta Zavadskienė
What is CLIL?
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An umbrella term covering a dozen of educational approaches
(immersion, bilingual education, multilingual education,
language showers, bains linguistiques...)
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A continuum of educational approaches devoted to two main
components – language and content
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CLIL is referred to as dual-focused education as lessons
have two main aims, one related to particular subject or
topic and one linked to language. (The British Council page)
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Neither ‘translation’ of first language teaching into another
language, nor ‘disguised’ systematic grammar.
Is it CLIL or not CLIL?
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Bilingual teaching
Immersion
LSP/ESP (Language/English for Specific
Purposes)
Academic language teaching
International Baccalaureate
…
CLIL-Classroom principles
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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. If needed, L1 can be used
A successful CLIL lesson should
combine elements of the following
(the 4Cs):
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Content - Progression in knowledge, skills and understanding
related to specific elements of a defined curriculum. (It should
not repeat the content learnt in other lessons!)
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 of otherness and self, deepened
feelings of community and global citizenship
(David Marsh)
Conceptual map for understanding
CLIL: holistic, symbiotic view
(developed by Do Coyle)
Language Triptych
Three interrelated types of language
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L of learning – content obligatory language related
to the subject theme or topic
L for learning – language needed to operate in
foreign language environment (for pair/ group work,
asking questions, debating, etc.)
L through learning- new language that cannot be
planned. This emerging language needs to be
captured, recycled and developed so that it becomes
a part of a learner’s repertoire
Lexical rather than
grammatical approach
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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
Cunks 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
Benefits of CLIL
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The whole that is greater than the sum of the parts (synergy
effect)
Accelerates learning
Is authentic
Nurtures a feel good (fun!) and can do attitude
Fires the brain up, fires the neurons, rejuvenates teaching
Serves as a platform for ultimate students’ interest in other
languages and cultures
Gives feelings of professional satisfaction and cooperation to
teachers
Parents are for it
Beneficial for the school
Discouraging factors/ limitations
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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
Threat to the native language, if any? Do academic language
and terminology develop?
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
Current ELT interest in CLIL
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CLIL programs are becoming common place
in numerous countries in Europe (Austria,
Finland, Spain (all subjects in Basque
country), the Netherlands)
In Lithuania-mostly 35-40hour modules.
Teachers work in tandems. Language
teachers help subject teachers. The aim is to
have subject teachers teaching CLIL by
themselves.
Topics to be Covered
Energy
Estonia
Water:
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Pollution of the Baltic Sea
Stabilization of sand dunes
Rising sea levels
Seaside littering
Recession of beaches
Oil platforms in the Baltic Sea
Coastal erosion & coastal
defences
Saving flora & fauna of the Baltic
Sea
Pollution of rivers
Surface water quality
Sunken ships at the coast of
Denmark
Things
Latvia
Water
Lithuania
What is Ecology to do with CLIL?
In CLIL, language learning is based on
characteristics of ecology, i.e. it is
holistic, interactive, dynamic,
non-linear, complex,
unpredictable, and situated in a
certain context.
For this, the teacher needs
creativity, initiative , and effort.
SO LET’S GO GREEN IN TEACHING!
List of References
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Coyle, D., Hood, P. and D. Marsh 2010. CLIL Content and Language
integrated Learning. CUP
Integruotas dalyko ir užsienio kalbos mokymas. Lietuvos Respublikos
Švietimo ir mokslo ministerija, Vilnius, 2007
Ceruti, M. A. On Solid Ground. Matching Practice and Theory in a
CLIL Perspective. Studies about Languages 16/2010
Järvinen, H. M. What is Ecology to do with CLIL? An Ecological
Approach in CLIL. International CLIL Research Journal 2009
Lasagabaster D. and Sierra J. M. Language Attitudes in CLIL and
Traditional ELF Classes. International CLIL Research Journal 1/2009
Janulienė A. On the Use of CLIL at Lithuanian Schools. Verbum 2010