Content and Language
Integrated Learning

CLIL
Content and Language Integrated Learning is an approach or method which integrates the teaching of content from the curriculum with the teaching of a non-native language .

CLIL
Aims
 to develop learning strategies
 to stimulate critical thinking
 to develop creativity
 to raise motivation

CLIL
Advantages
 communicative skills
 cognitive skills
 real content / information
 intercultural skills

CLIL
 Bilingual education – Luxembourg, Canada
 Immersion – total immersion x partial immersion; early immersion x late immersion
 Types of CLIL
Soft CLIL
↕
Hard CLIL

CLIL
 aims: content and language
 also develops learning strategies and skills
 4 Cs

4 Cs
 Content
 curricular subjects taught in CLIL
 some programmes develop crosscurricular links
 we need to analyse content for its language demands and to present content in an understandable way

4 Cs
 Communication
 the language used for learning the content
 learners participate in meaningful interaction
 teachers encourage peer and group feedback as well as self-evaluation

4 Cs
 Cognition
 CLIL promotes cognitive – thinking skills
 we develop learners ‘ cognitive skills
(e.
g.
reasoning, creative thinking, evaluating)

4 Cs
 Culture
 role of culture, understanding ourselves and other cultures
 different languages, different social and cultural backgrounds
 CLIL provides opportunities to introduce a wide range of cultural contexts – learners become aware of global as well as local citizenship

CLIL
L ANGUAGE
 content-obligatory language
 content-compatible language
 CALP – cognitive academic language proficiency
 BICS – basic interpersonal communication skills

CLIL
C OGNITIVE S KILLS
 processes that our brains use when we think and learn
 develop from a very young age
 from information processing / concrete thinking skills – identifying and organising information
 to abstract thinking – reasoning, hypothesising

CLIL
LOTS or Lower order thinking skills
 remembering
 identifying
 ordering
 defining
 checking understanding
 reviewing learning

CLIL
HOTS or Higher order thinking skills
 reasoning
 inquiry and discussion
 creative thinking
 evaluating
 hypothesising

Bloom‘s Taxonomy
Creating
Evaluating
Analysing
Applying
Understanding
Remembering

Thank you! myska.t@email.cz
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References
Bentley, Kay – The TKT Course CLIL Module, CUP
Bentley, Kay – Primary Curriculum Box, CUP
Deller, Sheelagh and Price, Christine - Teaching Other
Subjects through English, OUP
Calabrese, Immacolata and Rampone, Silvana – Cross-
Curricular Resources for Young Learners, OUP
Project 3 Fourth Edition Pracovní sešit s poslechovým CD a přípravou na testování, OUP
Project 5 Fourth Edition Pracovní sešit s poslechovým CD a přípravou na testování, OUP http://en.wikipedia.org/wiki/United_Nations