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It is an educational methodology that integrates the learning of curricular content with the learning of a foreign language. The methodological principles of CLIL focus on maximizing the development of both linguistic skills and skills in other fields of knowledge.

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CLIL seeks to integrate the teaching of curricular content (for example, science, mathematics, history) with the teaching of a foreign language (usually English).

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Emphasis is placed on effective communication in the English language, a meaningful way to participate in activities and solve problems related to the content.

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Students actively participate in the learning process through activities such as group discussions, research projects, presentations and practical activities.

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Focus on linguistic and disciplinary competence

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Focus on linguistic and disciplinary competence

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It not only focuses on the development of language skills, but also on the mastery of content-specific concepts and skills.

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The aim is to contextualize learning in meaningful situations for students. This may involve the use of materials, connections to students' everyday lives, and the use of topics of personal and cultural interest.

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Support for interaction and collaboration

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Support for interaction and collaboration

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Interaction between students and collaboration between them is encouraged to build knowledge and solve problems. This may include cooperative learning activities, pair or group work.

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Six videos demonstrating CLIL used in classes from primary schools and vocational colleges (youtube.com)

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Six videos demonstrating CLIL used in classes from primary schools and vocational colleges

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Learning strategies are taught and encouraged that help students understand, process, and remember both content and language information. This may include reading comprehension strategies and active listening strategies.

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1.Electricity and energy saving

2.Tecniques for the art class

3.Trial error

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1.Electronic circuits

2.Office administration

3.Domotics

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Content and language integration:

1.video about electricity and energy

2.introduction to the topic with the presentation of landscapes

3.Introduction to the topic with tangible material

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Communicative approach:

1.Vocabulary activity

2.Identification of objects within the landscape

3.New vocabulary identifying the material

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Active and participatory learning:

1.Energy use

Match the names of objects that use electricity with their respective image

2.Follow the instructions in the video to achieve the landscape drawing

3.While the trial and error activity is carried out, students identify concepts such as inside, outside, on, among others. All in transversality with the English language

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Focus on linguistic and disciplinary competence:

1.Classify objects according to the type of energy consumption

2.Use geometric shapes to create art

3.While the trial and error activity is carried out, students identify concepts such as inside, outside, on, among others. All in transversality with the English language

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Contextualization and relevance:

1.Comparing each classification with the object in a tangible way

2.Use of painting techniques to identify colors in transversality with the English language

3.The first test design is described and carried out to verify it.

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Support for interaction and collaboration:

1.Associating information with the environment

2.Work in pairs using different painting techniques

3.Taking into account the results of the first test, modifications are made to reach the expected result

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Development of learning strategies:

1.Information is consolidated through the game

2.Consolidation of information by identifying shapes and colors

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Content and language integration:

1.The introduction of the topic is carried out in a practical way, identifying the tools used, this in transversality with the English language.

2.Brainstorming on the topic

3.Brainstorming is done based on images presented by the teacher.

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Communicative approach:

1.Description of the components with the help of a tutorial

2.Instructions through a task list

3.The concepts are established, from which each student designs what a home automation house is.

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Active and participatory learning:

1.Construction of a circuit through components

2.Identification of the objects in the list and creation of sentences, in transversality with the English language

3.In groups and through an interactive activity, students identify the grammar and vocabulary of the topic, in transversality with the English language.

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Focus on linguistic and disciplinary competence:

1.Monitored circuit testing to resolve potential issues

2.Appropriate or inappropriate use of language through an activity called telephone

3.The conditions are established to achieve a home automation house, with these conditions the students present their designs.

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Contextualization and relevance:

1.The relationship between previous concepts and new ones is established.

2.In pairs, answers are sought that are then placed in their respective question.

3.The design of home automation houses is made to facilitate the tasks of those who live there.

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Support for interaction and collaboration:

1.Collaborative work, in the development of the circuit

2.The questions and answers obtained by the couples are socialized

3.Carrying out the designs in pairs establishes clear and shared ideas

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Development of learning strategies:

1.Monitoring of tests to reach the expected result

2.With the help of the teacher, the correct concepts are established

3.The interactive activities regarding the topic establish new vocabulary for students, while relating to the environment