CLILCLILContentContent andand languagelanguage

integratedintegrated learninglearning

WhatWhat isis CLILCLIL??

It is a dual-focused educational It is a dual-focused educational approach in which an additional approach in which an additional

language is used for the learning language is used for the learning and teaching of both content and and teaching of both content and

languagelanguage..

Where doesWhere does CLIL CLIL come come from?from?

It was coined in 1994, but the first It was coined in 1994, but the first known known CLILCLIL-type programme dates -type programme dates

back some 5000 years to what is now back some 5000 years to what is now Iraq.Iraq.

CLILCLIL seeks to support second- seeks to support second-language learning while also favouring language learning while also favouring

first-language developmentfirst-language development

The rise ofThe rise of CLIL CLIL

By the mid-90s globalization was By the mid-90s globalization was placing greater linguistic demands on placing greater linguistic demands on mainstream education.mainstream education.

It has made the world interconnected.It has made the world interconnected.

The world is becoming a mixed global The world is becoming a mixed global village.village.

MindsetMindset

The Generation The Generation

YY (1982-2001)(1982-2001)

Focused on Focused on immediacy as in immediacy as in

“learn as you use, “learn as you use, use as you learn”use as you learn”

The Cyber The Cyber GenerationGeneration (after 2001)(after 2001)

Influenced by their own Influenced by their own early, personal, early, personal,

hands-on experience hands-on experience with integrated with integrated

technologiestechnologies

CLIL CLIL strategiesstrategies

A language that is not the student’s A language that is not the student’s native languagenative language

Content teachersContent teachers

Language teachers in Language teachers in CLILCLIL programmes programmes supporting content teachers supporting content teachers

IntegrationIntegration

Language Language learning is learning is included in included in

content content classesclasses

Content Content from from

subjects is subjects is used in used in

language-language-learning learning classesclasses

CLIL CLIL content goalscontent goals are supported are supported by by language goalslanguage goals

In addition to a focus on content and In addition to a focus on content and language there is a third elementlanguage there is a third element

The development of The development of learning skillslearning skills

The many faces of The many faces of CLILCLIL

Language showersLanguage showers CLIL campsCLIL camps Student exchangesStudent exchanges Local projectsLocal projects International International

projectsprojects Family staysFamily stays ModulesModules

Work-study abroadWork-study abroad One or more subjectsOne or more subjects Partial immersionPartial immersion Total immersionTotal immersion Two-way-immersionTwo-way-immersion Double immersionDouble immersion

Language showersLanguage showers For students between 4-For students between 4-

10 years old10 years old Between 30 minutes/1 Between 30 minutes/1

hour of exposure per dayhour of exposure per day Strategies:Strategies: games, games,

songs, visual, realia and songs, visual, realia and handling of objects and handling of objects and movementsmovements

Teacher:Teacher: speaks in speaks in CLILCLIL languagelanguage

Goals:Goals: **be aware of the be aware of the existence of different existence of different languages, languages, **be prepared be prepared for language learningfor language learning

Suggested Suggested activities:activities:

Routine activities Routine activities (lunchtime, get (lunchtime, get dressed)dressed)

Strategies:Strategies: repetition, maiming, repetition, maiming, gesturing pointing, gesturing pointing, songs to teach new songs to teach new vocabularyvocabulary

CLIL campsCLIL camps

For students coming For students coming from one schoolfrom one school

Purpose-designed Purpose-designed location location

Length:Length: 5 days 5 days Organization:Organization: **students students

are sub-divided into are sub-divided into teams,teams,**there are rules there are rules (all participants must (all participants must use the use the CLILCLIL language), language),** could be a system of could be a system of tokens and finestokens and fines

Goals:Goals: **experience experience success in living a success in living a second-language second-language environment,environment,**have fun have fun and associate the and associate the CLILCLIL language with an language with an enjoyable experience,enjoyable experience,* * motivate students to motivate students to continue second-continue second-language study,language study,**inspire inspire students to continue students to continue learning the learning the CLILCLIL languagelanguage

CLIL campsCLIL camps

Suggested activities for children from 9 Suggested activities for children from 9 years old:years old: **hiking and orienteering, hiking and orienteering, **a final a final talent show, talent show, **student teachingstudent teaching

Suggested activities for very young Suggested activities for very young children: *children: *a walkabout in the nature a walkabout in the nature environment, environment, **planning and building planning and building birdhouses, birdhouses, **doing competitive and non-doing competitive and non-competitive sports competitive sports

International projectsInternational projects

Need to lead to Need to lead to concrete concrete accomplishments accomplishments and enable students and enable students to connect with new to connect with new ideas, sources and ideas, sources and peoplepeople

Schools can either Schools can either join existing projects join existing projects or create a project of or create a project of their owntheir own

Goals:Goals: **help students help students assume greater assume greater responsibility for their responsibility for their learning, learning, **motivate students, motivate students, **create opportunities for create opportunities for contact and communication contact and communication with other speakers of the with other speakers of the CLILCLIL language, language,** develop develop skills in communication, skills in communication, information and information and communication technologies, communication technologies, teamwork and problem teamwork and problem solving, solving, **develop reasoning, develop reasoning, enquiry, critical and creative enquiry, critical and creative thinking and evaluation skillsthinking and evaluation skills

Suggested activitiesSuggested activities

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To choose a topic and develop it with the To choose a topic and develop it with the help of parents, members of the local help of parents, members of the local community, etc.community, etc.

Total immersion Total immersion programmesprogrammes

Begin in kindergarten or Begin in kindergarten or during the first year of during the first year of schoolschool

The curriculum is The curriculum is delivered through the delivered through the medium of the first medium of the first languagelanguage

Teacher:Teacher: **speaks the speaks the immersion language, immersion language, **puts stress on puts stress on communication skills communication skills (emphasis on fluency than (emphasis on fluency than on accuracy)on accuracy)

Strategies:Strategies: repetition and repetition and gesturesgestures

Language:Language: presented presented systematically and systematically and unsystematicallyunsystematically

Goals:Goals: **functional functional fluency in a second fluency in a second language, language, **development of their development of their mother tongue, mother tongue, **curriculum curriculum expectations in all expectations in all subjects, subjects, **an an appreciation on their appreciation on their own culture (s) and the own culture (s) and the culture (s) related to culture (s) related to the immersion the immersion languagelanguage

Bumps in the road to good Bumps in the road to good practice in practice in CLILCLIL

Grasping the Grasping the concept and concept and grappling with grappling with misconceptiomisconceptionsns

AttitudeAttitude

Interfering with Interfering with content acquisitioncontent acquisition

Suitable for the Suitable for the brightest studentsbrightest students

Just-in-case approachJust-in-case approach

The shortage of CLIL teachersThe shortage of CLIL teachers

Greater workload for teachers; Greater workload for teachers; shortage of materialsshortage of materials

School administrators School administrators understanding the implications understanding the implications ofof CLIL CLIL programming programming