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Pályázóink hírei | Köznevelés

A CLIL egy oktatási módszertan, amely nem a tanítást, hanem a tanulás folyamatát helyezi középpontba, a befogadás hatékonyságára koncentrál.
2018 nyarán a Budapest IX. Kerületi Weöres Sándor Általános Iskola és Gimnázium által elnyert Erasmus+ pályázat keretében Kutassy Anna és Kocsis Judit Angliába utazhattak, hogy módszertani kurzuson vegyenek részt. Az ott szerzett tapasztalatokat most megosztják a hazai olvasóközönséggel is egy az általuk készített részletes, a CLIL oktatási irányzat komplex módszertanába is betekintést engedő összefoglalóval.
2018 nyarán a Budapest IX. Kerületi Weöres Sándor Általános Iskola és Gimnázium által elnyert Erasmus+ pályázat keretében ketten utaztunk Angliába, hogy módszertani kurzuson vegyünk részt. Azt reméltük, hogy a pedagógiai módszertantárunk bővítésével segíthetjük az itthoni oktatás fejlődését. A Cheltenham CLIL Humanites és Science and Maths tanfolyamokon megismerkedhettünk a CLIL (Content and Lanuage Integrated Learning) oktatási irányzat komplex módszertanával, ami egészen új perspektívát teremt a hagyományos oktatási keretekhez képest.

A CLIL nem a tanítást, hanem a tanulás folyamatát helyezi középpontba, a befogadás hatékonyságára koncentrál. Rendszerének minden eleme e hatékonyság növelését szolgálja. A módszer egyik fontos szegmense, hogy bizonyos tantárgyakat valamely idegen nyelven oktat, ezzel is szélesítve a tanulók látókörét és fejlesztve a sok területre kiható nyelvi kompetenciáikat. Sokan e módszer miatt hajlamosak a CLIL-t a kéttannyelvű oktatással azonosítani, pedig ez a módszer messze túlmutat a hagyományos kéttannyelvűségen, és kulcsa sokkal inkább pedagógiájában rejlik. Ezt az is igazolja, hogy a CLIL rendszerével működő iskolák hangsúlyozottan a tantárgyat tanítják a nyelven keresztül, és nem fordítva, valamint az órákon az idegen nyelvet csupán 25 %-ban használják, a diákokat anyanyelvükön való megszólalásra is buzdítják a szintén anyanyelvű tanárok, akik az óráknak csak bizonyos részeit tartják idegen nyelven.

A nyelvtanuláson kívül tehát rengeteg egyéb elemből áll össze ez a pedagógiai rendszer. Meghatározó fogalmai akollegialitás, a diákok közötti kommunikáció, az együttműködés, a kíváncsiság, a nyitott feladatok és az önálló tevékenység.

Érdemes először a megfelelő pedagógiai közeg kialakításának kérdését vizsgálni, hiszen rengeteg intézményben tudna hatékonyabban működni a tantestület néhány egyszerű szabály bevezetésével, amelyek a szoros együttműködésre épülnek. Nagyon hasznosnak találtuk az alábbi ötleteket:

Egyszerű önfejlesztő módszer a pedagógusok számára

Egy konkrét kérdést feltesz a pedagógus saját munkájával kapcsolatban egy számára problémás területre vonatkozóan (érdemes az azonos tantárgyat tanítóknak ugyanazt a kérdést vizsgálni az egységesség kialakítása érdekében)

Pl.: Milyen tevékenységre mennyi idő megy el pontosan az órán?

Egy hónapig vizsgálja az adott kérdést egy csoportban
Az alábbi táblázatban vezeti a tanórán a különböző tevékenységekkel eltöltött időt

A hónap végén egyénileg, vagy közösen értékelik a vizsgált kérdés eredményeit, és azok alapján dolgozzák ki a módszert a változtatásra.

Így a pedagógus biztosíthatja saját fejlődését, ami azért is fontos, mert diákjainkkal szemben alapvető elvárásnak tartjuk a fejlődést, és rendszeresen ellenőrizzük is annak mértékét, míg saját szakmai munkánk ellenőrzésére ritkán van kidolgozott és következetes módszerünk.

Hogyan érdemes értekezni?

Röviden (30-45 perc, inkább 30, maximum 45)

Fókuszáltan - Nem szabad hagyni, hogy a történetmesélés, panaszkodás irányába mozduljanak a megbeszélések, ezeknek inkább a személyes beszélgetésekkor van helyük

Tantárgyra koncentráltan (az értekezlet témája határozza meg, hogy milyen széles körben gyűljenek össze a tantestület tagjai, de a havi értekezleteket általában érdemes az azonos tantárgyat tanítók körében tartani)

1. „Slam" - Minden kolléga megoszt 1 percben a közösséggel egy éppen őt foglalkoztató fontos jelenséget (Ez lehet pozitív vagy negatív is, az a fontos, hogy valamilyen pedagógiai, módszertani kérdéskörhöz kapcsolódjon. Pl.: „Kipróbáltam ezt a feladatot, és nagyon motiválta a gyerekeket, szívesen megosztom azzal, akit érdekel."/ Kérlek, segítsetek, mert van egy alaposan kidolgozott feladatom, de valamiért nem működik jól, mit kellen rajta változtatni?"). Ez azért szükséges, hogy az együtt dolgozó pedagógusok megismerjék egymás problémáit, módszereit, és ne alakuljon ki az „eggbox szindróma", amikor egy intézményen belül egymástól karnyújtásnyira, mégis szeparáltan léteznek a tantestület tagjai. Az egy percben nyilván nem kerül sor a probléma részletes megbeszélésére, de a felvetést a későbbiek során a kollégák meg tudják tárgyalni

2. A pedagógusok megbeszélik az abban a hónapban vizsgált kérdéssel kapcsolatos tapasztalataikat és teendőiket

3. Az értekezlet végén megbeszélik, mi legyen a következő hónap központi kérdése

Ez a fajta közös munka elősegíti a kollegialitás fejlődését, együttműködésre és önreflexióra sarkall. Hosszútávon ez a folyamat egységesebb pedagógiai munkát és következetességet eredményezhet az intézményben.

Természetesen a pedagógusoknak nem csupán a biztos háttérmunkára kell koncentrálniuk. Az egyik legfontosabb feladatunk a motiváció megteremtése, a diákok érdeklődésének fenntartása és az önálló kritikai gondolkodásra való nevelés. A CLIL módszer nagy hangsúlyt fektet a tanulói tevékenységre az órán, hiszen ezáltal történhet meg a diákok valódi bevonódása. Fontos, hogy elkerüljük azokat a helyzeteket, amelyek csupán a tanulók egy szűk, eleve motivált csoportjának biztosítanak sikerélményt, mert így elveszítjük a csoport jelentős százalékának figyelmét (ezt a jelenséget az oktató az „ elesett katonák pedagógiájaként " emlegette).

További hasznos tippeket és esettanulmányokat a moderniskola.hu honlapon megjelent eredeti cikkben olvashatnak.
Utolsó módosítás: 2018.10.25.

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Úgy tanul a gyerek, ha... CLIL - középpontban a tanulás folyamata - Hírek - Tempus Közalapítvány

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Tempus Közalapítvány oktatás, képzés területén működő szervezet, célja európai és nemzetközi mobilitási pályázatok koordinálása, szakértői segítségnyújtás. Úgy tanul a gyerek, ha... CLIL - középpontban a tanulás folyamata - Hírek - Tempus Közalapítvány

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In ELT, forms of CLIL have previously been known as ' Content-based instruction', 'English across the curriculum' and 'Bilingual education'.

Why is CLIL important?
With the expansion of the European Union, diversity of language and the need for communication are seen as central issues.

Even with English as the main language, other languages are unlikely to disappear. Some countries have strong views regarding the use of other languages within their borders.

With increased contact between countries, there will be an increase in the need for communicative skills in a second or third language.

Languages will play a key role in curricula across Europe. Attention needs to be given to the training of teachers and the development of frameworks and methods which will improve the quality of language education

The European Commission has been looking into the state of bilingualism and language education since the 1990s, and has a clear vision of a multilingual Europe in which people can function in two or three languages.

How does CLIL work?
The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners.

Knowledge of the language becomes the means of learning content

Language is integrated into the broad curriculum

Learning is improved through increased motivation and the study of natural language seen in context. When learners are interested in a topic they are motivated to acquire language to communicate

CLIL is based on language acquisition rather than enforced learning

Language is seen in real-life situations in which students can acquire the language. This is natural language development which builds on other forms of learning

CLIL is long-term learning. Students become academically proficient in English after 5-7 years in a good bilingual programme

Fluency is more important than accuracy and errors are a natural part of language learning. Learners develop fluency in English by using English to communicate for a variety of purposes

Reading is the essential skill.

CLIL helps to:

Introduce the wider cultural context

Prepare for internationalisation

Access International Certification and enhance the school profile

Improve overall and specific language competence

Prepare for future studies and / or working life

Develop multilingual interests and attitudes

Diversify methods & forms of classroom teaching and learning

Increase learner motivation.

CLIL in the classroom
CLIL assumes that subject teachers are able to exploit opportunities for language learning. The best and most common opportunities arise through reading texts. CLIL draws on the lexical approach, encouraging learners to notice language while reading. Here is a paragraph from a text on fashion:

The miniskirt is a skirt whose hemline is high above the knees (generally 200-300 mm above knee-level). Its existence is generally credited to the fashion designer Mary Quant, who was inspired by the Mini Cooper automobile, although André Courrèges is also often cited as its inventor, and there is disagreement as to who invented it first.

The language to be looked at in a passage like this falls into three categories - subject specific, academic and other lexis including fixed expressions and collocations:

The treatment of this lexis has the following features:

Noticing of the language by the learners

Focus on lexis rather than grammar

Focus on language related to the subject. Level and grading are unimportant

Pre-, while- and post-reading tasks are as appropriate in the subject context as in the language context.

The future of CLIL
There is no doubt that learning a language and learning through a language are concurrent processes, but implementing CLIL requires a rethink of the traditional concepts of the language classroom and the language teacher. The immediate obstacles seem to be:

Opposition to language teaching by subject teachers may come from language teachers themselves. Subject teachers may be unwilling to take on the responsibility.

Most current CLIL programmes are experimental. There are few sound research-based empirical studies, while CLIL-type bilingual programmes are mainly seen to be marketable products in the private sector.

CLIL is based on language acquisition, but in monolingual situations, a good deal of conscious learning is involved, demanding skills from the subject teacher.

The lack of CLIL teacher-training programmes suggests that the majority of teachers working on bilingual programmes may be ill-equipped to do the job adequately.

There is little evidence to suggest that understanding of content is not reduced by lack of language competence. Current opinion seems to be that language ability can only be increased by content-based learning after a certain stage.

Some aspects of CLIL are unnatural; such as the appreciation of the literature and culture of the learner's own country through a second language.

Until CLIL training for teachers and materials issues are resolved, the immediate future remains with parallel rather than integrated content and language learning. However, the need for language teaching reform in the face of Europeanisation may make CLIL a common feature of many European education systems in the future.

Where is CLIL happening?
CLIL has precedents in immersion programmes (North America) and education through a minority or a national language (Spain, Wales, France), and many variations on education through a 'foreign' language. Euro-funded projects show that CLIL or similar systems are being applied in some countries, but are not part of teacher-training programmes. There has been an increase in the number of schools offering 'alternative' bilingual curricula, and some research into training and methodology. Several major European organisations specialising in CLIL projects have emerged, including UNICOM, EuroCLIC and TIE-CLIL (see web references for details).

In the UK the incentive comes from the Content and Language Integration Project (CLIP) hosted by CILT, (the National Centre for Languages) which is the UK government's centre of expertise on languages. CILT monitors a number of projects covering the 7-16 age range and involving innovations in language teaching such as the integration of French into the primary curriculum. Other research is based at the University of Nottingham, while teacher training and development courses in CLIL are available through NILE (the Norwich Institute for Language Education).

Further reading
Translanguage in Europe www.tieclil.org
Centre for Information on Language, Teaching and Research www.cilt.org.uk
Forum for Across the Curriculum Teaching www.factworld.info
The BBC and British Council are not responsible for the content of external web sites, neither do we endorse them. These are the recommendations of the writer.

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Content and Language Integrated Learning

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In ELT, forms of CLIL have previously been known as 'Content-based instruction', 'English across the curriculum' and 'Bilingual education'. Why is CLIL important? How does CLIL work? The advantages of CLIL CLIL in the classroom The future of CLIL Where is CLIL happening?

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Are you a language teacher who, apart from your job, is extremely passionate about something else, like cooking, hiking, biology, or spreading positivity around you? If yes, this is the article for you! In this blog post, we will discuss what the very effective Content and Language Integrated Learning (CLIL methodology) approach is and how it can be integrated into your language teaching to engage your learners. Through CLIL you will boost your students' excitement and teach them important life skills in addition to immersing them to their target language. This is one more effective language teaching methodology that will bring the learning results you want out of everyone and is usable in ESL, ELT and foreign language teaching.

What is CLIL or Content and Language Integrated Learning?

CLIL stands for Content and Language Integrated Learning and as the term suggests, this approach is used to teach students about a new subject in a language foreign to them. Through CLIL, students not only learn a second language but also learn about a topic totally new to them, for example drawing or climate change. If students are familiar with the subject then the approach is not CLIL. Therefore the success of this approach relies on the integration of the new language and the new learning content. The subject can be anything really, from painting and physics to life skills. If you are out of ideas, reach out to your school's subject teachers to get recommendations or even ready-made lesson plans!

Think of yourself in a class, learning painting through Italian or English if it is not your native language. Keep in mind you are familiar neither with painting techniques nor with the target language. During the first classes, you will hear the teacher mentioning the word quite often. In the beginning, you are dependent on the instructor's body language and gestures in order to understand the tasks you need to perform. Observing their body language and the items the teacher is showing, you will soon realise that stands for . In other words, what you will work on during these classes is paintings!

This is a simple example of the CLIL approach and how a CLIL teacher operates. In order to learn what dipinto, paesaggio (landscape) and(portrait) mean you will only need to attend the painting lessons, observe and listen to the teacher.

What are the benefits of using CLIL in language learning?

The CLIL approach has gained popularity in language teaching as it offers various benefits to both language learners and educators. Here are some of the key benefits of using the CLIL lessons in language teaching:

In summary, the CLIL approach offers a holistic and immersive way for students to learn a second language while acquiring knowledge in other subject areas.

What are the challenges in Content and Language Integrated Learning?

The fact that the target language is new might confuse the learners at the beginning, as they have to focus on both the target matter and using their foreign language skills. By assignments, group work and discussion in the classroom, students will eventually become part of a routine and nothing will seem abnormal or too difficult anymore. In order for the teacher to prepare suitable learning materials and efficiently teach, they should develop their knowledge of the target subject. This is of course a substantial time investment from the CLIL teacher especially if there are no ready-made learning content available. At the same time, the classes are best to be designed in a way that students have a good comprehension of the subject taught and of the foreign language used to teach the topic. Teachers should also be aware of the skills and difficulties of each student, and scaffold the learning activities according to the students' learning process. Concept checking questions are a teacher's right hand when using the CLIL approach!

The elements of a CLIL lesson in foreign language teaching

Learning a language using the CLIL approach is done implicitly. Students learn the language naturally, through conversation, observation and socializing, where learning grammar is not the primary goal. Students are also focused on a subject, for example, maths or woodworking, that interests them and the fact that acquiring more linguistic knowledge will help them learn the target matter better is very motivating.

Language teachers should not be off using CLIL just because it is used for subject teaching. The point is not to be expert in a target matter, for example biology, as you, the language teacher, can add the CLIL approach in a lesson hour.

The elements of a successful CLIL lesson based on 4Cs curriculum (Coyle 1999 & Coyle 2008) are:

Content - progression in knowledge, skills and understanding related to specific elements of a defined curriculum.

Communication - using language to learn whilst learning to use language.

Cognition - developing thinking skills which link concept formation (abstract and concrete), understanding and language.

Culture - exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self

A practical example of CLIL approach in a language classroom

Based on the week's/month's topic, as an introductory or wrap-up lesson you can try out the CLIL approach in your classroom. For example, you might have taught key vocabulary about nature and the countryside, and building from this, planning a flower or gardening activity could be very exciting for your students as they will see this lesson as a game or, better say, a break time. The only difference is that for this CLIL lesson you will place yourself as an experienced gardening instructor.

You can bring in class plants and flowers (both common and some more rarely seen items) and organise a gardening, watering and flower decoration lesson. Display the items for your students to see. Do not forget to also provide the tools necessary. The reason we suggest that is the students will meet the items on lesson day (and not prior to that as they would if they were asked to bring the tools themselves), so there will be the element of the surprise for the upcoming lesson.

If your school's facilities allow it, you can take the students outdoors and give them a gardening class. Speak to them while you put the plants in the soil. Hold the items and repeat the word. For example, hold the plant pot and repeat " maceta". In that way, the children will learn what plant pot means in Spanish, in our case, without you translating the words. Students will remember the vocabulary better when they can make the real visual connection to the item. As soon as you have finished your gardening lesson, always revise the key vocabulary by showing the items once more with the help of your students (for example using Flashcards to do so would be a great way to help students recall these vocabulary items).

Remember to also check out our another article on the 10 best language teaching strategies for more inspiration and ideas for your next language class!
If you're a language teacher who's looking for inspiration to try out new language teaching methods, then check out Sanako's Youtube Channel for instructional videos to some of the most advanced, evidence-based approaches to language teaching and the key concepts behind them. References used in this blog post:
B. F. KLIMOVA CLIL and the teaching of foreign languages. [Online] Elsevier Database. Available from: http://www.sciencedirect.com

Pearson. What is Content and Language Integrated Learning

FluentU. CLIL: What it is and why language teachers will find it delightful
This blog post was last updated 20 September, 2023.

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What is CLIL and how to use it in language teaching?

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CLIL stands for Content and Language Integrated Learning and it is used to teach students about a new subject in a language foreign to them.

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Content and Language Integrated Learning (CLIL)

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The WHAT and WHY of CLIL | Aleksandra Zaparucha | CLIL Matters

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Introduction to CLIL (content and language integrated learning)

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CLIL is an innovative approach to language education where a subject is taught in a language that is distinct from the learners’ primary language, typically English.

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CLIL Training Course for Teachers | Erasmus plus KA1

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Learn how to apply Content and Language Integrate Learning (CLIL) methodology in your classroom through this Erasmus+ funded training course for teachers

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CLIL Activities - A resource for subject and language teachers | Nyelvkönyv forgalmazás - Nyelvkönyvbolt | Nyelvkönyv forgalmazás - Nyelvkönyvbolt

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Nyelvkönyvek és idegen nyelvű könyvek forgalmazása, beszerzése - könyvesbolt és online rendelés. Nyelvkönyvek, olvasnivaló, útikönyvek,…

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BridgeUniverse - TEFL Blog, News, Tips & Resources

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By Dorothy Zemach
July 6, 2021

Bilingual education isn't just for bilingual communities. Thanks to research that shows learning a second language has benefits for just about everyone, schools all over the world are looking for ways to bring these benefits to their students. One growing teaching trend within bilingual education is CLIL methodology. What is CLIL exactly? To take advantage of this integrative approach, teachers and school administrations need a thorough understanding of the theories behind it as well as proper training on how to apply those theories in concrete ways within their institution.
If you're new to teaching, you'll want to get initial training and qualification with a TEFL certificate. You can explore our online TEFL courses to get started!
CLIL stands for Content and Language Integrated Learning. This means studying another subject (for example, science, history, or literature) and learning a language, such as English, at the same time - integrating the two subjects. The definition is broad because the integration can happen in many different ways.

Professor Do Coyle, who together with education researcher and author Dr. David Marsh coined the term CLIL, explains, "[T]here isn't just one model. ... It can be a theme. It can be principles. You can spend a lot of time on this or a short time on this. But the fundamental principle of CLIL is that there is an integration between using language to learn and learning to use language through the development of content." In this article, we'll explore what exactly that means and, in particular, how it's used in English language teaching.

Although the term "CLIL" is modern, the technique is as old as learning itself. Any time someone learned about something else - engineering, art, cooking - while they learned and practiced a foreign language, they were using CLIL, even if they didn't realize it!

The approach became more formalized in the 1960s, in language immersion programs in Canada and with Languages Across the Curriculum (LAC) programs and Foreign Languages Across the Curriculum (FLAC) programs in the UK and the US. Many of these classes involved native English speakers studying a subject in a foreign language and included study-abroad programs.

David Marsh and Do Coyle came up with the term CLIL in the mid-1990s, at a time when governments, schools, and individuals were all starting to realize the importance of knowing more than one language. The movement was especially strong in Europe, and it's growing around the world in response to globalization.

What are the core features of CLIL methodology?

A successful CLIL program depends on the cooperation between language teachers and content teachers. Each is an expert in his or her own field, so they need to share both their respective principles and information.

The content teacher

A content teacher is someone who teaches a subject - for example, music, architecture, or biology. However, using CLIL as an approach is more than just switching to English to teach another subject. Content teachers are not normally experts in language acquisition or pedagogy. Therefore, to teach their subjects, content teachers usually require some amount of training and might also use both their students' native language and English, a technique known as translanguaging. They'll also depend on the support of the language teacher.

The language teacher

The language teacher is primarily responsible for teaching English (or another language), but in CLIL methodology, he or she also supports the content teacher by introducing relevant vocabulary and functional language related to a given subject (history or biology, for example) and by emphasizing critical thinking.

As an example, think of an earth science class. The content teacher explains the water cycle through pictures, demonstrations, English, and if necessary, the students' first language (or L1). In tandem, the English teacher might cover language for explaining sequences and processes (first, next, then, after that), language for cause and effect (because of, due to, results in), and word forms (vapor, evaporate, evaporation).

Coordination of the two

On the institutional level, a successful CLIL program needs a cooperative organizational structure, which means there has to be a way for the content teacher and the language teacher to work with each other, such as a set place and time to meet and coordinate lessons.

This is helped by a supportive school administration that is willing to provide comprehensive CLIL training, appropriate materials, adequate funding, and time.

Finally, the program will depend on willing students and parents who understand the program's methods and goals. Students might need to work in new and unfamiliar ways, so it's important that they and their families trust the teachers and the program.

Although different programs and classes will of course have their own individual goals, broadly speaking, all CLIL programs aim to increase students' subject-area knowledge while at the same time improving their knowledge of and skills in the target language. In addition, students should improve their own ability to learn and come to understand and appreciate a new culture. Finally, students should not lose ground in their native language. They're adding a new language, not replacing the one they already know.

Think of bilingual education - education involving two languages - as a broad field that can encompass different programs and approaches. Some of the other main approaches share some features with CLIL, although they have differences as well. Here are some of the most common approaches that you might hear about and how they are similar to and different from CLIL.

CBI

CBI, which stands for Content-Based Instruction, refers to learning about a subject using the target language. Some people say that CLIL is a type of CBI, although in a true CLIL program, there is a stronger emphasis on the content. In a CBI course, students might use a textbook with a unit about history, then a unit about communication, then a unit about economics, and so on. But the history teacher would not be teaching in English at the same time.

ESP

ESP, which stands for English for Specific Purposes, teaches students the vocabulary and functions they need for certain fields. Often it is job- or career-focused. Example courses include English for Hospitality Workers or English for Air Traffic Controllers.

EMI

EMI, which stands for English as the Medium of Instruction, refers to language immersion courses where all instruction occurs in the target language. This covers everything from language immersion summer camps to international schools that conduct all of their classes in the target language, where students either must demonstrate proficiency in the target language to be admitted or, if their level is low, seek out additional instruction or tutoring. Unlike a CLIL approach, EMI programs discourage the use of students' native language.
Watch a video featuring CLIL expert, Peeter Mehisto, about what this method is - and is not - from Bridge's Content and Language Integrated Learning Specialized Certification Courses:
Students

Just about any type of student can benefit from a CLIL approach. It has been used with all ages and ability levels. However, that doesn't mean that every student will be successful in a CLIL class, any more than every student is successful in any class. But the factors limiting a student's success are not tied to the CLIL approach.

Teachers

CLIL courses can take time and energy to prepare and carry out. A good CLIL teacher is someone who is committed to the approach and is hard-working, dedicated, and passionate about his or her students. In addition, a CLIL teacher should be skilled at communication and flexible because cooperating with the subject-area teacher is essential.

Subjects

While almost any subject can be taught through a CLIL approach, the most suited are ones that involve student cooperation and have a cultural aspect to them. Some examples are the social sciences, the arts, many trades, and some sciences such as biology and chemistry. One study found that math and physics were less suited to a CLIL approach because of their technical nature. A CLIL approach in these classes would probably rely more heavily on L1 use.

Many types of schools and programs can benefit from CLIL. Because CLIL is particularly well-suited to groups of students working together, it's ideal for K-12 classes, universities, and vocational schools - which of course are all places where students learn subjects in addition to language. But CLIL can also be used in sports and clubs, with private students (if the language teacher also has content knowledge), and in online classes.

If CLIL takes extra training and effort on the part of the teacher, why should they adopt this approach? The short answer is because it provides so many benefits to the students.

As students become proficient in two languages, they gain social and cognitive advantages. Studies have shown that bilingual people are, on the whole, more flexible, better problem solvers, and better communicators. In addition, learning a second language can improve a person's memory and even protect against the effects of aging on the brain.

Other benefits include a deeper understanding of the target language, mastery of a subject, improved social and critical thinking skills, and even a stronger, more flexible brain. With all of these advantages to students, why not see if you can incorporate some CLIL principles and practices into your own teaching?

Harness the benefits of this method with Bridge's new CLIL Certification Courses, developed to help teachers and administrators successfully adopt the CLIL approach to bilingual education institute-wide.

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What Is CLIL? The Global Trend in Bilingual Education Explained

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What is CLIL in language learning, and who is this method best suited for? Take a look at the features and benefits of using CLIL in the classroom, and see how this instructional method differs from others.