Elena Assirelli
Istituto Alberghiero ‘P. Artusi’ – Riolo Terme (RA)
assirellielena@fastmail.it
C.L.I.L.
from Theory to Practice
 C.L.I.L.
Theory
( che cosa)
Why ( perché)
How ( come)
 What
is it?

is it useful?

is it applicable?
..................................
 A C.L.I.L. module
Practice
… from
Reading
and Listening …
… through
Noticing Language
Organizing Vocabulary
Giving
… to
LANGUAGE SUPPORT…
Speaking and Writing
..................................
1
Wonderful World
(Sam Cooke)
Listen and circle the subjects you hear.
History / I.C.T.
Don't know much Technology / Biology
Don't know much about a Maths / Science book
Don't know much about the French / German I took
Don't know much about
But I do know that I love you
And I know that if you love me too
What a wonderful world this would be
Chemistry / Geography
Don't know much Trigonometry / Physics
Don't know much about Algebra / Art
Don't know much about
Don't know what a slide ruler is for.
But I do know that one and one is two,
And if this one could be with you,
What a wonderful world this would be.
For I don't claim to be an "A" student,
But I'm trying to be.
So maybe by being an "A" student baby
I can win your love for me.
I don't claim to be an "A" student,
But I'm trying to be.
So maybe by being an "A" student baby
I can win your love for me.
History / I.C.T.
Don't know much Technology / Biology
Don't know much about a Maths / Science book
Don't know much about the French / German I took
Don't know much about
The ‘Wonderful World’ of
But I do know that I love you,
And I know that if you love me too,
What a wonderful world this would be.
What a wonderful world this would be.
C.L.I.L.
2
Listen carefully and keep talking!

CLIL is an acronym for ‘Content and Language Integrated Learning’. It
is an approach which involves students learning subjects
like Food Science or Cookery through the medium
of a foreign language. CLIL is sometimes referred
to as ‘dual-focussed education’ because lessons
have two main aims one linked to a particular subject or topic
and one related to language. A CLIL
approach may have a variety
of advantages. First, it is likely to increase
students’ motivation as it allows for
meaningful use of L2, which
becomes a real vehicle
of communication inside the classroom. Then,
CLIL may encourage a ‘can do’
attitude towards language learning as well as
introduce learners to the wider cultural and multilingual
context. Of course, a CLIL approach involves
careful planning and greater collaboration between
content and foreign language teachers.
3
1
Listen carefully and keep talking!

L’acronimo CLIL sta per ‘Content and Language Integrated Learning’, che 1
significa ‘Apprendimento Integrato di Contenuto e Lingua’ . L’acronimo CLIL
è oggi comunemente usato per indicare un approccio
all’insegnamento di materie non linguistiche del curricolo
attraverso una lingua straniera. L’idea di fondo è che il contenuto di una
materia non linguistica, quale alimentazione o cucina, viene meglio
acquisito attraverso la lingua straniera e, allo stesso tempo,
la competenza nell’uso della lingua straniera
si sviluppa grazie allo studio del contenuto della disciplina non linguistica.
Tramite il CLIL si intende, quindi,
migliorare sia la competenza nella lingua straniera
sia le conoscenze e le abilità nelle aree non linguistiche. Uno degli aspetti
decisamente positivi di questo approccio è che
incoraggia un uso significativo della lingua straniera, che diviene reale mezzo
di comunicazione e veicolo di conoscenze, sottraendosi al rischio
di essere percepita come fine a se stessa. Ai fini della programmazione di
un modulo CLIL è fondamentale che l’insegnante della disciplina non
linguistica e quello di lingua straniera lavorino in stretta collaborazione
per una pianificazione precisa e dettagliata relativamente
all’argomento, ai tempi di svolgimento e alle procedure di lavoro.
4
Wha is it ?
CLIL
Content
Language
(and)
Contenuto
Integrated
Lingua
Learning
Integrato
Apprendimento
Apprendimento Integrato di Lingua e Contenuto
A foreign language used to teach/consolidate topics from other subjects
Una
lingua straniera
usata
per insegnare / consolidare
argomenti
di
altre
materie
CLIL is an approach which involves learning subjects such as History,
CLIL
è un
approccio
che
comporta l’apprendimento di materie
quali
storia
Science or others through any language other than the first language .
scienze
o
altre
attraverso una qualsiasi lingua diversa
dalla
prima
lingua .
In CLIL the learning of a language and other subjects is integrated.
Nel CLIL
l’apprendimento
di una
lingua
In the class there are two main
Nella
classe
ci
sono
due
principali
e
altre
materie
è
integrato.
learning objectives,
obiettivi d’apprendimento,
one related to the subject and one related to the language.
uno collegato
alla
materia
e
uno collegato
5
alla
lingua.
Why is it useful?
Because …
Perché …

it allows for MEANINGFUL USE of the language.
permette
un
uso significativo
della lingua.
CLIL offers a ‘natural’ situation for language development –
Il CLIL
offre
una
situazione ‘naturale’
per
lo sviluppo della lingua -
it provides a situation in which the student’s attention
fornisce
una situazione
in
cui
l’attenzione dello studente
is not on the language itself.
non è
sulla
lingua
stessa.
In CLIL the language is seen as a ‘vehicle’, a tool of communication.
Nel CLIL
la
lingua
è
vista come un ‘veicolo’, uno strumento di
comunicazione.
…………………………………………………………………………………………………………………………………………………….

CLIL increases motivation in the students , who feel they
Il CLIL
aumenta
la motivazione negli studenti,
i quali
sentono che
are using L2 for some realistic purpose and not just for its own sake.
stanno usando la L2 per un qualche
scopo realistico
e
non
fine a se stessa.
This may, in turn, promote self-confidence, as in CLIL classes students
Questo può, a sua volta, promuovere
fiducia in se stessi
, poiché nelle lezioni CLIL
gli studenti
experience that communication is more important than accuracy.
sperimentano che la capacità di comunicare è
It encourages a ‘can do’
Incoraggia
più importante
attitude
un atteggiamento del ‘SO FARE ’
dell’ essere accurati.
towards language learning.
verso l’apprendimento della lingua.
…………………………………………………………………………………………………………………………………………………

CLIL helps the students better acquire the content of the other subject.
Il CLIL
aiuta
gli
studenti
a meglio
acquisire
il
contenuto
dell’altra
materia.
In November 2005 the Commission of the European Communities issued a document in
which the CLIL approach was referred to as ‘a key area for action in education systems and
practices’ .
‘… This approach is being used increasingly across Europe and provides greater
opportunities within the school curriculum for exposure to foreign languages’
(from
.
‘A New Framework Strategy for Multilingualism’)
6
Appendix 6
 better content acquisition
content
What?
higher m _ _ _ _ _ _ _ _ _
Why?
CLIL
and self-confidence
‘can do’ a _ _ _ _ _ _ _
language
C _ _ _ _ _ _ and L _ _ __ __ _ I _ _ _ _ _ _ _ _ L _ _ _ _ _ _
 m _ _ _ _ _ _ _ use 
foreign
c______
l______
subject
 v _ _ _ _ _ _ _ of communication
7
Does the ‘Content’ Teacher have to
be able to speak English (L2) well?
Not necessarily, as there are various types of
collaboration.
The most common ones are:
FLT
FL
Subj. + FL
CT
L1
L’insegnante di lingua straniera insegna il contenuto disciplinare
durante le proprie lezioni.
FLT
FL
Subj. + FL
CT
FLT
L1
FL
CT
FLT
FL
FL
L’insegnante disciplinare e l’insegnante di lingua straniera
insegnano in lezioni separate.
L’insegnante disciplinare insegna in L1 (italiano) ;
quello di lingua straniera in L2 ( inglese/ francese/ tedesco …)
L’insegnante disciplinare e l’insegnante di lingua straniera
insegnano in tandem nelle stesse lezioni.
L’insegnante disciplinare insegna in L1;
quello di lingua straniera in L2.
L’insegnante disciplinare e l’insegnante di lingua straniera
insegnano in tandem nelle stesse lezioni.
Entrambi insegnano in L2 .
8
CAREFUL PLANNING
is essential.
How
Una PIANIFICAZIONE
ACCURATA è essenziale.
is it applicable?
Elena Assirelli
Starting CLIL in 5 steps
1. As a content teacher, identify a foreign language teacher who is willing
Come insegnante di materia non linguistica, identifica un docente di lingua straniera che sia disponibile
to collaborate with you.
a collaborare
con
te
As a foreign language teacher, identify a subject and find a content
Come insegnante di lingua straniera, identifica una materia e trova un docente di materia non linguistica
who is willing to collaborate with you.
che
sia disposto a
(With
collaborare
con
te.
your colleague)
2. Identify a class / a group of students .
Identificate
una classe /
un gruppo di studenti.
3. Identify a topic area and a portion of it ( choose a small portion) .
Identificate
un argomento
e una
parte
di esso ( scegliete una piccola parte )
first term / second term ? primo o secondo
quadrimestre?
4. Decide when to carry out your CLIL module
Decidete
quando
svolgere
il vostro modulo CLIL
5. Find and prepare suitable materials
Trova
e
prepara
dei materiali
adeguati
9
how many hours ? per quante ore?
how intensive ?
con quale cadenza?
Where can I find ideas
and materials?
In books + CD Roms
On the Web
-
Useful websites are …
www.onestopclil.com
www.factworld.info
www.scienceacross.org
www.bbc.co.uk/revision
www.enchantedlearning.com
www.britishcouncil.org
www.guardian.co.uk.
www.breakingnewsenglish.com
www.teachingenglish.org.uk
www.globalgateway.org.uk
10
Camomile
FLOWERING : May
PARTS USED : heads
A long revered plant with many
properties, camomile is used a
sedative …
Kamille
Proprietà
Properties
Wirkung
antisettico
antiseptic
antiseptisch
sedativo
sedative
beruhigend
BLÜTEZEIT : Mai
GENUTZTE TEILE : Blütenköpfe
Seit der Antike hoch geschätzte Pflanze
mit vielen Eigenschaften wird die
Kamille wegen ihrer Beruhigenden
Wirkung genutzt …
Das Heilkräuter
Quiz
1.
Wie heißt ‘Prezzemolo’ auf Deutsch?
a. Poppy
b. Pefferminze
c. Petersilie
The ‘Medicinal Herbs’
Quiz
1.
The English word for ‘alloro’ is
……………………………………………
2. Parsley has ………………… properties.
a. antispasmodic
b. antianaemic
c. antitussive
2. Wann blüht die Kamille?
a. Im August
b. Im Mai
c. Im November
3. Klatschmohn hat welche Wirkung?
3.
In ancient Greece ‘oregano’ was
considered a symbol of p + + - +
4.
‘Camomile’ flowers in …………….. .
a. May
b. June
c. July
a. magenstärkende
b. blähungstreibende
c. beruhigende
‘ P. Artusi’ Hotel and Catering School ( Riolo Terme) - Clil Project 2008-2009
Food Science / English / German
11
Writing
Reading
Speaking
5
A CLIL module
1
An example
4
Language Support +
lots of visuals
2
3
‘Noticing’
strategy
Organizing
Vocabulary
12
Listening
…
from







Reading
Read + match sentences / paragraphs with titles
Read + order sentences / paragraphs
Read + fill in a grid
Read + complete a diagram
Read + fill in the gaps
Read and find a title
Running dictation
 Read and match the paragraphs with the titles
Food
a.
Egyptian houses are made
from mud bricks.
1.
b.
Bread
was
the
most
important food in the diet of
ancient Egypt.
2.
Life at home
3.
Powerful Pharaohs
c.
The rulers of ancient Egypt
were called Pharaohs. The
pharaoh was the most
important person in the
country.
a / ….. ; b / ….. ; c /….. .
 Read and order the sentences
Most of the rest of the household slept in the hall.
The lord and his family slept in a private room next to the hall.
Cooks, for example, slept in the kitchen.
Others slept where they worked.
Medieval castles had no bedrooms.
13
…
and
Listening





Listen
Listen
Listen
Listen
Listen
+
+
+
+
+
complete a diagram
fill in a grid
order information
label the stages of a process
fill in the gaps
 Listen and complete the diagram
Listen and complete the tree-diagram.
Use the key phrases below.
sexual reproduction
time-consuming (2)
no variety
identical to
asexual reproduction
clones
genetic variety
sex cells
one parent
changing environment
2 kinds of reproduction
male and female ………………. are made
- there is always …………….……………..
- the offspring …………………. the parent
( they are also called ………………..)
advantages
- faster
- less ………………......…………..
…………………………….
disadvantages
- …………………………..……………....……
- inability to adapt to ………………...……
- ……………………………
vv
14
…
through
Noticing Language
Read
Leggi
Notice Nota
Record Registra
Use
Usa
‘Noticing language’ is a very useful strategy.
We can ask our students to
highlight ,
circle
t,
, underline
useful language in a text after they have read it.
______________________________________________________________________
You are Cookery students .
In pairs, read and notice the vocabulary you would need to talk about ‘Hygiene’.
The most important requirement in the food industry is to ensure that
the food which is prepared is safe to eat.
When we eat in restaurants we rely very much on good personal and
kitchen hygiene from all food handlers involved in the food chain.
Personal hygiene helps prevent food contamination by people;
therefore, the following points must be put into practice by all food
handlers.









Shower or bath daily.
Clothing must be clean and washable.
Hands must be kept clean at all times.
Fingernails may harbour bacteria, so they must be kept short and
clean.
Open cuts must be covered with a waterproof plaster.
No jewellery should be worn as they harbour dirt and bacteria.
Smoking, by law, is not allowed in any food area.
As the mouth harbours bacteria, food handlers should not eat
sweets or chew gum, blow into drinking glasses to polish them
or lick fingers to separate paper goods.
To taste food, a clean spoon should be used every time.
15
Language Support
… Giving
It is essential to help students use L2
and provide them with Language Support
Ask yourself :
Where will they need help for
language?
What would I like my
students to be able to say
and write at the end of
the CLIL module?
Language Support



+
Word and Phrase banks
Substitution tables
Ideational frameworks
16
lots of visuals
grids
flow charts
tree-diagrams
Word and Phrase Bank
personal hygiene
kitchen hygiene
shower / bath
clothing
hands
fingernails
open cuts
no jewellery
smoking
a clean spoon
... rely on
...involved in
...helps prevent
... is safe to eat
... is not allowed
must be
must be kept
must be covered with
food industry
food handlers
food chain
food contamination
food area
clean / washable
short / clean
a waterproof plaster
-------------------------------------------
should be worn
should be used
at all times
every time
as
so
therefore
-----------------------------------------------------
may harbour
bacteria / dirt
Substitution Table
more time-consuming.
In sexual reproduction
advantages and disadvantages.
is
In asexual reproduction
there is
Sexual reproduction
offer
genetic variety.
always one parent.
faster.
less time-consuming.
Asexual reproduction
Both sexual and asexual reproduction
genetic variety.
male and female cells are made.
the offspring are identical to the parent.
17
…
to






Speaking

Questioning
Questions + answers
Question loops
Info-gap activities
‘Word guessing’ game
Class surveys & questionnaires
Oral presentations
 ‘Word guessing’ game
Matriciana
sauce
Pesto
sauce
Carbonara Bolognese
sauce
sauce
Seafood
sauce
Summer
sauce
Marinara
sauce
Alfredo
sauce
Pizzaiola
sauce
 Oral presentations
What tips would you give your students for
an effective oral presentation?
Dos
&
Don’ts
of a good oral presentation
18
18
Action Planning
CLIL Module
Subjects
Materie
Class / Group of students
Classe / Gruppo di studenti
Topic area
Argomento
Topic portion(s)
Parte/i dell’argomento
When
Quando
How
Come
Materials
Materiali
19
CLIL Bibliography
Dafouz, E., & Guerrini, M., C. (2009) CLIL across Educational Levels. Madrid,
Santillana Education, S.L./ Richmond Publishing.
Dalton–Puffer, C. (2007) Discourse in Content and Language Integrated (CLIL)
Learning Classrooms. New York. John Benjamins Publishing Co.
Fruhauf, G. , Coyle, D. & Christ, I (1996) Teaching Content in a Foreign Language.
Alkmaar, Europees Platform.
Gibbons, P. (2002) Scaffolding Language. Scaffolding Learning. Portsmouth NH,
Heinemann.
Marsh, D.& Langé, G. (eds.) (1999) Implementing Content and Language Integrated
Learning. Jyvaskyla, TIE-CLIL.
Fruhauf (1996) Teaching Content in a Foreign Language.
Alkmaar, Europees Platform.
Mehisto, P. , Marsh, D. & Frigols, M., J. (2008) Uncovering CLIL. Content and
Language Integrated Learning in Bilingual and Multilingual Education. Oxford,
Macmillan.
CLIL Websites
CLIL COMPENDIUM
http://www.clilcompendium.com/
EUROCLIL
http://www.euroclic.net/
EUROPEAN UNION
http://ec.europa.eu/education/language/index
FACTWORLD
http://www.factworld.info/
ONESTOPENGLISH
http://www.onestopenglish.com/
SCIENCE ACROSS THE WORLD
http://www.scienceacross.org/
20