What is CLIL (A brief theoretical

overview)

What is CLIL?

A continuum of educational approaches devoted to two main components – language and content

'CLIL is a generic term and refers to any educational situation in which an additional language, and therefore not the most widely used language of the environment, is used for the teaching and learning of subjects other than the language itself '.

Neither ‘translation’ of first language teaching into another language, nor ‘disguised’ systematic grammar.

'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'.

'CLIL is an educational approach in which non-language subjects are taught through a foreign, second or other additional language'.

'The use of languages learnt in the learning of other subjects'

Conceptual map for understanding CLIL: holistic, symbiotic view

What qualifies as “content” in CLIL?

“curriculum concepts being taught through the foreign language ... appropriate to the grade level of the students” (Curtain and Pesola, 1994: 35)

“content need not be academic; it can include any topic, theme, or non-language issue of interest or importance to the learner (Genesee, 1994: 3)

“...what we teach in any kind of content-based course is not the content itself but some form of the discourse of that content” (Eskey, 1997: 139-140)

Language Triptych

Benefits of CLIL

The whole that is greater than the sum of the parts Accelerates learning Nurtures a feel good (fun!) and can do attitude

towards language learning in general Fires the brain up, fires the neurons Rejuvenates teaching (David Marsh) Serves as a platform for ultimate students’ interest

in other languages and cultures Gives feelings of professional satisfaction and

cooperation to teachers

Discouraging factors

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? Threat to the native language Insufficient understanding of content through the medium of

foreign language CLIL methodology and assessment are not clear – teachers

have to be supported Teacher overload

CLIL METHODOLOGY IN SECONDARY CLASSROOMS (Grenfell, 2002)

1.Enhance student involvement Negotiation of topics and tasks Using particular cases before moving on to general topics Project work Role-reversal in project presentations

2.Facilitate comprehension Texts written for older children and adolescents Comprehension tasks Brief teacher explanations Paralinguistic together with linguistic strategies

CLIL METHODOLOGY IN SECONDARY CLASSROOMS (Grenfell, 2002)

3.Promote student-student interaction

Benefits of pair and small group-work (Long and Porter, 1965; Pica, 1987, etc...)

Negotiation of meaning input comprehesibility Student/Student interaction use of exploratory language Proficient peers can help less proficient ones Students need training in production and reception strategies

(marking lack of understanding, asking for clarification, repeating,

stressing a problematic word, paraphrasing)

CLIL METHODOLOGY IN SECONDARY CLASSROOMS (Grenfell, 2002)

4. Work on academic skills and strategies characteristic of the subject matter

Interpretation of visuals

Use of flowcharts and time lines to organise information

Cause and effect relationships

CLIL METHODOLOGY IN SECONDARY CLASSROOMS (Grenfell, 2002)

5. Work on communication skills for academic purposes

Selecting content in oral presentations Clear delivery Fluency Ability to attract the audience

6. Access to information and communication technologies

CLIL METHODOLOGY IN SECONDARY CLASSROOMS (Grenfell, 2002)

7. Accept code-switching as a normal feature of CLIL classroom Advantages of L1 use in problem-solving (Guasch, 1999) Give priority to communication and understanding Tasks to encourage use of L2, such as tape-recording the

students

8. Joint assessment of content and communication skills Awareness of learners’ linguistic limitations Testing of simple facts can be done with multiple choice

questions written with the help of students