Universiteit Utrecht
IVLOS
Subject learning and teaching in a
second language:
promoting content and language integrated
learning in linguistically diverse settings
Rick de Graaff
IVLOS Institute of Education
Utrecht University
Universiteit Utrecht
IVLOS
This workshop
 CLIL in the Netherlands
 Effective ingredients for language focus in
subject classes
 Role of subject teachers and language
teachers in CLIL
 Design principles for integration of subject
and language aims
 Opportunities for content and language
integration in linguistically diverse settings
Universiteit Utrecht
IVLOS
CLIL
“a dual-focused educational approach in
which an additional language is used for
the learning and teaching of both content
and language” (Coyle, Hood & Marsh, 2010).
“achieving this twofold aim calls for the
development of a special approach to
teaching in that the non-language subject
is not taught in a FL, but with and through
a FL (Eurydice, 2006).
Universiteit Utrecht
IVLOS
CLIL in the Netherlands (TTO)
 Since early ’90s; now about 120 schools
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for upper level secondary education
From 12 yrs; most students Dutch L1
Emerging in primary and vocational educ.
Mainly 50% Dutch – 50% English
Science + soc. science + creative subject
European international orientation
National final examination in Dutch
Most teachers non-native speakers (B2+)
Universiteit Utrecht
IVLOS
Research on effectiveness of CLIL,
immersion and CBLT
Johnson & Swain; Swain & Lapkin; Genesee;
Harley; Lyster; Huibregtse:
 High levels of reading and listening
comprehension
 High levels of fluency, complexity and
adequacy in oral and written prodction
 Lower levels of oral and written accuracy
 No negative consequences for subject
knowledge and for L1 academic proficiency
Universiteit Utrecht
IVLOS
Effective language teaching:
what does theory tell us?
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Rich input at appropriate level
Focus on meaning
Focus on form
Goal-oriented production and interaction
Strategies for language use
 Does this also apply to CLIL?
Universiteit Utrecht
IVLOS
Research project
What effective teacher repertoire for
language acquisition can be observed in
CLIL practice?
 3 TTO-schools around Utrecht
 Observation of 10 subject lessons
 Template for effective language pedagogy
 Inventory of good practices
 Recommendations for CLIL practice
Universiteit Utrecht
IVLOS
Exposure
to INPUT
MEANING
focussed
processing
FORM
focussed
processing
OUTPUT
production
Westhoff’s
Penta-pie (2004)
Use of
STRATEGIES
Universiteit Utrecht
IVLOS
INPUT
Offer learners lots of target language at
a (just) challenging level
 Select material:
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authentic
functional
stimulating
 and adapt if necessary
 Tune your own language use
Universiteit Utrecht
IVLOS
MEANING
Require learners to do something with
the content to understand it
 Pre-teach and recycle useful vocabulary
and expressions
 Design tasks that focus pupils on
understanding of relevant terminology
Universiteit Utrecht
IVLOS
FORM
Direct the learners’ attention to form
(language awareness)
 Draw attention to relevant language forms
 Explain problematic and relevant forms
 Give feedback and organize peer feedback
Universiteit Utrecht
IVLOS
OUTPUT
Stimulate learners to practise and be
creative with the language
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Ask for reactions and interaction
Stimulate ‘authentic’ use of English
Give feedback on language use
Organize functional writing
Universiteit Utrecht
IVLOS
STRATEGIES
Help learners to develop language
learning strategies
 Encourage the use of reading strategies
 Encourage the use of compensatory
strategies in speaking
 Encourage reflection on strategy use and
language learning
Universiteit Utrecht
IVLOS
Results
 All categories were present
 Individual teacher differences
 No main differences between subject and
language teachers
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Except for: focus on form
 Many teachers not aware of their language
pedagogical repertoire
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e.g.: focus on form
“just good teaching”
Universiteit Utrecht
IVLOS
Preliminary conclusion
 If subject teachers implicitly apply
language teaching pedagogy
 Then collaboration between subject and
language teachers should be feasible
 However: only incidental collaboration
between subject and language teachers
Universiteit Utrecht
IVLOS
Follow-up survey
What’s the role for language teachers
in CLIL?
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Language expert for their colleagues
L2 pedagogy expert for their
colleagues
Co-designing CLIL projects
Pre-teaching content-specific
language
Supporting content-class assignments
Follow-up study: Design principles for
effective integration/collaboration
between subject and language
classes/teachers
Practice?
yes
no
some
no
no
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IVLOS
Input
Existing situation
Output
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IVLOS
Input
English lessons
subjects Geo,
His, Bio, …
Desired situation
Output
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IVLOS
How does it work
 in language class support pupils with
subject material and assignments
 subject teacher and language teacher
design tasks/assignments together
Task
Learning
objective
Learning
objective
subject
english
Universiteit Utrecht
IVLOS
The project
 5 TTO schools:
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Produced examples of integrated tasks and
projects
 Tools for teachers:
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Checklist for lesson planning
Rubric on integrating content and language
Universiteit Utrecht
IVLOS
Project example I
“The increasing globalization of business
makes cross-cultural skills mandatory”
Pupils of Geography, Economics, English and
Drama prepare and present a short film
on the effects of globalization on crosscultural interaction. The film consists of a
theatrical/drama part and an informative
part, and is assessed for content,
language and performance.
Universiteit Utrecht
IVLOS
Criteria for integrated projects
 Organization and collaboration between
teachers
 Integration of subject and language:
 Aims
 Input
 Tasks and performances
 Assessment and feedback
Universiteit Utrecht
IVLOS
Check on cross-fertilization criteria
 Subject teachers and language teachers work together
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during various stages of the project and have clear and
complementary roles and responsibilities.
Both subject and language aims are formulated in CAN DO
statements and are related to the main subject/language
aims of the specific class/year.
It is clear which part of the input is provided in the
language class and which part in the subject class
It is clear which part of the task is carried out in the
language class and which part in the subject class
The outcome/product is relevant for both subject and
language, in terms of medium/audience, content and skills.
It is clear what is being assessed for both English and the
subject.
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IVLOS
Example rubric category:
Tasks and performances
 Partly integrated
 Fairly integrated
 Considerably integrated
 Completely integrated
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IVLOS
Partly integrated
 Tasks for both language and subject are
carried out parallel but separately,
sharing a similar topic. Performances and
products are inspired by but different
from real-life situations.
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IVLOS
Fairly integrated
 Tasks dealing with a shared topic are
mainly carried out in one subject with
the other supporting on specific aims or
activities. There is occasional reference
between subject and language within the
lesson. Performances and products are
related to real-life situations.
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IVLOS
Considerably integrated
 The tasks carried out lead up to and
prepare for the final performance or
product and mix language and
subject.
Tasks might involve transformation i.e.
the output is in a different form to the
input. For example, the input is a video,
the output is a magazine article.
Both performances and products are
related to subject and language reallife situations
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IVLOS
Completely integrated
 Activities and performances stimulate
language awareness, a lot of output and
interaction. Subject and language are fully
integrated in all activities and
performances. Spoken and written
performances and products are realistic
and authentic. A clear genre (text type),
audience and aim are stated for each
performance or product.
Universiteit Utrecht
IVLOS
Practical case II
History in fiction and non-fiction
Pupils read a historical novel (for English)
and an informative essay (for History) on
WW I, and compare genre, target
audience and terminology. They then
prepare interview questions for the main
character on the historical context.
Support and assessment by both teachers.
Universiteit Utrecht
IVLOS
Opportunities for integration
 Not only in ‘mainstream’ CLIL:
Also in between subject and L1
(academic proficiency)
 Also for immigrant L2 learners
(language support)
 Also for regional or minority languages
(language promotion)
 Subject-related tasks/projects with a special
focus on authentic and functional language use
 Complementary roles for subject and language
teachers: crossing the border
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