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http://www.macmillaninspiration.com/new/resources/web-projects

https://www.unifg.it/didattica/corsi-di-lingua-e-ecdl/centro-linguistico-di-ateneo/clil

http://www.onestopenglish.com/clil/what-is-clil/free-sample-material/

https://learningapps.org/

https://www.khanacademy.org/login?continue=https%3A//www.khanacademy.org/coach/dashboard

http://multidict.net/clilstore/

https://clilingmesoftly.wordpress.com/

http://www.teachertrainingvideos.com/

https://www.ted.com/#/

https://www.edx.org/

https://www.tes.com/lessons

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Participants will be guided to find, select and comment on a CLIL lesson used in innovative CLIL environments

Task:

A CLIL lesson: video-annotation task. Select, analyze and annotate your reflections!

Participants will be invited to annotate the key points of a CLIL lesson found on the Internet, following the guidelines that will be shared during the week.

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https://www.researchgate.net/publication/330183079_CLIL_e_debate_in_lingua_straniera

http://ihjournal.com/debating-in-the-efl-classroom

https://community.eflclassroom.com/group/lessons-in-a-can/page/75-teaching-debate-in-the-efl-classroom

https://www.esu.org/

https://wiki.lesswrong.com/wiki/Debate_tools

https://www.mootish.com/

A rubric for classroom debate

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RUBISTAR
http://rubistar.4teachers.org/index.php

RUBISTAR TUTORIAL
http://rubistar.4teachers.org/index.php?screen=Tutorial

The 5 Best Free Rubric Making Tools For Teachers
https://elearningindustry.com/the-5-best-free-rubric-making-tools-for-teachers

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So, in your CLIL lessons you:

keep an eye on the language output of students

make sure students are engaged with the tasks you prepared for them

motivate students to speak English all the time.

So far so good right? Indeed! But you are not done yet. Because once students are done with their work, you will have to look at what they have done and check if it meets your standards. In other words: assessment in CLIL.

The most common questions

During many workshops I hosted the questions I received about assessment in CLIL were quite different. In this blog post I want to cover the most common questions encountered during these workshops. So let's start!

Assess or evaluate?

The first topic that leads to confusion is the difference between assessment or evaluation. (Or even feedback, for that matter, but I won't discuss that here). So, what is the difference between the two?

An evaluation is the (subjective) means to look back at a certain event or happening, of which the value is concidered to be something worthy of checking.

An assessment is the (objective) way of measuring a predefined set of knowledge, amongst other things.

In other words: in this post I will primarily be looking at: What role does CLIL play in the tests I create for my students?

Assess language or content?

This is probably the question generating the most 'buzz'. I have had quite a few interesting disucssions on this topic, as teachers tend to think differently on this topic.

Which is fine.

As long as everyone does the same.

It would be unfair if one teacher corrects language mistakes in a history test and reflects these mistakes in a grade, when another history teacher does not.

However, generally speaking, most teachers I spoke with feel they should provide feedback on language in class and clarify the mistakes on tests, but not reflect this in a grade.

Alternatively, you could do a project every once in a while, where part of the grade is determined by a presentation or another language output activity. This will allow for an assessment on language.

Formative or summative?

Just to clarify: formative assessment is a more diagnostic way of assessment. This might include providing feedback to students if they are on the right track.

Summative assessment is focused more on the achievement of students at a specific point in time. Quite often resulting in a grade. As such, tests are always summative.

So, if tests are summative, what about language?

As mentioned: language might not be part of the assessment in tests. However, language can (and maybe: should) play a role in formative assessment throughout the topic/paragraph/chapter you are discussing.
But that takes so much time...
Teachers find time to be a challenge in most countries. Formative assessment tends to be limited to the occasional checking of homework or asking students to explain certain problems. That is fine, but using tools like Kahoot, Socrative or Quizizz, formative assessment can actually be a fun and interesting way of checking what you still have to focus on during the last lessons for a test.

Conclusion

In a CLIL lesson, assessment happens a lot. This can be either formative assessment on both content and language, as well as summative assessment on content (or language, if you choose to). There is not really a right or wrong here, but I would challenge you to discuss this with your colleagues and see what they think about it and together come up with a way to make assessment important in your CLIL lessons.

Do you have other questions? Post them in the comments below and I'll do my best to answer them!
Sources:
Want to know more about assessment in CLIL? Read all about it in " Putting CLIL into practice " by Phil Ball, Keith Kelly and John Clegg.

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The (most) common quesions about assessment in CLIL

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So, in your CLIL lessons you: keep an eye on the language output of students make sure students are engaged with the tasks you prepared for them motivate students to speak English all the time. So far so good right? Indeed! But you are not done yet.

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Rubrics

Peer-evaluation

Assessment

Self- Assessment

Examples and reflections

Participants will be guided to create a rubric.

Task:

Let’s make a rubric

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WEEK 4 - FOCUS ON (PEER)EVALUATION AND (SELF)ASSESSMENT

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WEEK 4 - FOCUS ON (PEER)EVALUATION AND (SELF)ASSESSMENT

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https://pluriliteracies.ecml.at/Principles/PlanningForPLT/tabid/4278/language/en-GB/Default.aspx

https://www.ecml.at/TrainingConsultancy/CLIL/Team/tabid/2952/language/en-GB/Default.aspx

https://pluriliteracies.ecml.at/Learningmaterials/tabid/4270/language/en-GB/Default.aspx

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A PluriLiteracies Approach to Learning: The Graz Group Model

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Shopping list of strategies to be used in CLIL

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Shopping list of strategies to be used in CLIL

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Techniques and strategies for CLIL practitioners

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Techniques and strategies for CLIL practitioners

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World of Better Learning | Cambridge University Press

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Rosie Tanner and Liz Dale share their thoughts on inspiring creativity in the classroom through the effective use of CLIL.

A personal resolution of ours recently is (yet again) to slow down. This video, "Creativity requires time" caught our attention, because it shows that slowing down actually can help creativity. The clip shows that if you give students 10 seconds to perform a task, they all come up with the same - or pretty similar - answers. Give them a task for 10 minutes and their creativity explodes!

But what does this mean for Content and Language Integrated Learning (CLIL)? Here are some suggestions for slowing down CLIL to help both language and content learning.

Slowing down CLIL in the classroom

Give students more time to work on CLIL activities. Replace lessons with project time, where students can be creative and work "slower". In order to stimulate their creativity with language, give them choices in how they perform - to make a video on their telephones, or PowerPoint or a poster or a Prezi.

Instead of requiring students to write short paragraphs or answers to questions, work on one, longer piece of writing over a number of lessons (plus homework), in order to develop their writing skills. Ask students to spend time on drafting and perhaps illustrating a piece of writing and then first give feedback on content. Giving feedback on content first helps students improve their language. Students then rewrite and hand in a piece of writing that they can be proud of. On Friday, we'll be sharing an activity "Brainstorming for writing (1) posters" from our book CLIL Activities for ideas on how you could do this in a variety of subjects.

Think > Pair > Share

Alternatively, you can use the well-worn idea of Think > Pair > Share (TPS). You give students a question, prompt or observation. The students then take a few moments to think about the question and note down their answers, for example on a mini-whiteboard. Next, students make pairs to talk about their answers. Finally, you ask pairs to share their answers with the class. You can record these on the board. For more about TPS, see, for example, this site. In this way, your students are all engaged and producing spoken output, which then helps with their language learning.

Use HOTS (higher order thinking skills) more than LOTS (lower order thinking skills). Instead of asking questions which require short answers of less than five words - usually lower order thinking questions - ask questions so students have to think hard. Change "What is 16 times 4?" to "How many sums can you think of to which the answer is 64?" Check back tomorrow for an activity that will help with this - "Skinny and fat questions and thinking skills". Again, by answering HOTS, CLIL learners produce more spoken output.

School Development

Implementing CLIL also means taking time in terms of school development. It means taking time to invest in subject teachers' English and continuing to invest in it. English teachers at school can play a role in this, giving regular practical English workshops to their colleagues. And it takes time to integrate CLIL methodology into subject lessons. Moving into CLIL means adding extra, language-rich tasks into your subject lessons - and that takes time, too. It often means working closer with colleagues to develop a shared approach. One useful aid to help you to think about school cooperation is the Collaboration in CLIL rubric (p.25-29) from CLIL Activities.

If we take more time, maybe our CLIL students' creativity will increase, you will be prouder of what they make or perform, and your lessons will be richer.
We'll be sharing some activities from Rosie and Liz's book CLIL Activities: A resource book for subject and language teachers tomorrow and Friday. Rosie also has her own website and regularly posts blogs at Reflections on CLIL.

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Give CLIL time | World of Better Learning | Cambridge University Press

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Rosie Tanner and Liz Dale share their thoughts on inspiring creativity in the classroom through the effective use of CLIL. A personal resolution of ours recently is (yet again) to slow down. This video, "Creativity requires time" caught our attention, because it shows that slowing down actually can help creativity.

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This blog is intended to provide information for ELT / CLIL teachers , with more than 250 linksto online resources, interactive games, educational blogs and other types of websites. As on-line content can move or change, always c heck the links before using any websites with your students.

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This blog is intended to provide information for ELT / CLIL teachers , with more than 250 linksto online resources, interactive games, educational blogs and other types of websites. As on-line content can move or change, always c heck the links before using any websites with your students.

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A CLIL book from OUP.

It feels like it has taken years to get this book together, but actually, it's about two years. OUP have provided us with a publicity flier which I'm posting here so that any interested colleagues can see what to expect.

In terms of content, one of the main things I think we offer in the book is a clear description of a framework for describing and implementing CLIL practice. The framework offers three dimensions of CLIL: language, concepts, procedures. We frequently make use of the term '3D CLIL' for this reason. You might say that these dimensions appear in all classes, no matter what language of country we're examining. But, the point about CLIL is that the foreign language is crucial to all planning and practice and it is the concepts and the procedures that dictate what this language will be. Hence, the CLIL teacher will know what concepts they are teaching and what procedures to use in their class (and this applies to the mother tongue content classroom) but it is the foreign language dimension that most obviously sets CLIL practice apart from any mother tongue context. Planning in any context for teaching any subject through the medium of any foreign language, then, will identify concepts and procedures first and then consider any foreign language demands and needs and make allowances.

'Making allowances' is what this book is all about.

What does a teacher need to think about when learners are reading/listening/writing/speaking about their subject in a foreign language? You'll find suggestions and much more in 'Putting CLIL into Practice'.

Personally, I'd like to thank Phil for giving us the push we needed to get it all down on paper. Thanks Phil. I'd like to thank John for keeping things logical and meaningful. Me, I just bring some teaching ideas and many of you who know me professionally who buy and read this book will no doubt recognize where I've contributed.

Incidentally, Phil has a video in YouTube where he talks about designing materials for CLIL. It's a useful clip as Phil talks through the three dimensions so you get an understanding of 3D CLIL, which is a flag we fly wherever we go.

Phil previously referred to the three dimensions as 'the holy trinity of CLIL', but that since evolved into the safer 3 dimensions!

This site and factworld@yahoogroups.com are good places to participate in any discussion which comes about from the appearance of the book in your local bookshops!

The OUP flyer is linked below.

- - -

CLIL, English teachers and the three dimensions of content

This is a very readable article from Phil Ball on the English teacher perspective of 3D CLIL.
The people at Modern English Teacher very kindly gave us permission to reproduce the article in full and you can download from here.

There is a review of the book in Estudios sobre Educación from the University of Navarra from Ruth Breeze:
https://www.unav.edu/publicaciones/revistas/index.php/estudios-sobre-educacion/article/view/7761/6782
At last the 3Ds of CLIL get some independent recognition (pdf below).

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A CLIL book from OUP. It feels like it has taken years to get this book together, but actually, it's about two years. OUP have provided us with a publicity flier which I'm posting here so that any interested colleagues can see what to expect.

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Planning and implementing a CLIL path.

Hints and suggestions about planning and implementing a CLIL path.

Participants will be guided to explore some tools for planning a CLIL pathway and implementing it in the most effective way.

Tasks:

Let’s work on a CLIL lesson plan

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http://www.snappywords.com/ free visual online dictionary

https://visuwords.com/ visual dictionary

https://www.wordclouds.com/ free online wordcloud generator

https://www.jasondavies.com/wordcloud/ free online wordcloud generator

https://blog.polleverywhere.com/best-word-cloud-generator/ the best wordcloud generators

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Other stuff (Delicious+CLIL, Slideshare+CLIL, serching tools for kids, etc.)

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The English Vocabulary Profile offers reliable information about which words (and importantly, which meanings of those words) and phrases are known and used by learners at each level of the Common European Framework (CEF).

Cambridge University Press is making the A1-C2 English Vocabulary Profile available free of charge to teachers and educationalists around the world. Go to EVP Online to access the resource.

Much more than a list of words!

The English Vocabulary Profile contains information about phrases, idioms and collocations as well as the words themselves. By leaving the text box blank and selecting one of the levels, you can generate lists of words for each level; but you can also filter these using the advanced search functions, to find out what 'food and drink' vocabulary A1 learners know, or which phrasal verbs are known at B2 level. There is a British and American English version, and there is audio pronunciation for all entries.

The EVP forms an invaluable reference source for anyone involved in syllabus design as well as materials writers, test developers, teachers and teacher trainers.

Please note that the Terms of Use for this resource do not allow other organisations to promote commercial materials as 'English Profile informed' or allow the use of the English Vocabulary Profile for commercial purposes.

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english profile cefr common european framework reference level descriptions

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The English Vocabulary Profile offers reliable information about which words (and importantly, which meanings of those words) and phrases are known and used by learners at each level of the Common European Framework (CEF). Cambridge University Press is making the A1-C2 English Vocabulary Profile available free of charge to teachers and educationalists around the world.

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The role of videos in the teaching and learning of content in a foreign language | Cinganotto | Journal of e-Learning and Knowledge Society

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The role of videos in the teaching and learning of content in a foreign language

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Web 2.0 are websites and applications that make use of user-generated content for end-users. Web 2.0 is characterized by greater user interactivity and collaboration, more pervasive network connectivity and enhanced communication channels.

One of the most significant differences between Web 2.0 and the traditional World Wide Web (, retroactively referred to as Web 1.0) is greater collaboration among Internet users, content providers and enterprises. Originally, data was posted on Web sites, and users simply viewed or downloaded the content. Increasingly, users have more input into the nature and scope of Web content and in some cases exert real-time control over it.

The social nature of Web 2.0 is another major difference between it and the original, static Web. Increasingly, websites enable community-based input, interaction, content-sharing and collaboration. Types of social media sites and applications include microblogging, social networking, Social bookmarking, social curation, and .
Elements of Web 2.0

Wikis: Websites that enable users to contribute, collaborate and edit site content. is one of the oldest and best-known wiki-based sites.

The increasing prevalence of Software as a Service (), and cloud computing rather than locally-installed programs and services.

Mobile computing, also known as nomadicity, the trend toward users connecting from wherever they may be. That trend is enabled by the proliferation of smartphones, tablets and other mobile devices in conjunction with readily accessible Wi-Fi networks.

Mash-ups: Web pages or applications that integrate complementary elements from two or more sources.

Social networking: The practice of expanding the number of one's business and/or social contacts by making connections through individuals. Social networking sites include , , and .

Collaborative efforts based on the ability to reach large numbers of participants and their collective resources, such as crowdsourcing, crowdfunding and crowdsource testing.

User-generated content (): Writing, images, audio and video content -- among other possibilities -- made freely available online by the individuals who create it.

Unified communications (): The integration of multiple forms of call and multimedia/cross-media message-management functions controlled by an individual user for both business and social purposes.

Social curation: The collaborative sharing of content organized around one or more particular themes or topics. Social content curation sites include , and .

The History of Web 2.0
The foundational components of Web 2.0 are the advances enabled by and other applications such as RSS and and the user empowerment that they support.

Darcy DiNucci, an information architecture consultant, coined the term "Web 2.0 In her 1999 article, "Fragmented Future":
"The Web we know now, which loads into a browser window in essentially static screenfuls, is only an embryo of the Web to come. The first glimmerings of Web 2.0 are beginning to appear, and we are just starting to see how that embryo might develop. The Web will be understood not as screenfuls of text and graphics but as a transport mechanism, the ether through which interactivity happens."
Tim O'Reilly is generally credited with popularizing the term, following a conference dealing with next-generation Web concepts and issues held by O'Reilly Media and MediaLive International in 2004. O'Reilly Media has subsequently been energetic about trying to copyright "Web 2.0" and holds an annual conference of the same name.

Web 2.0 controversy
Critics of Web 2.0 maintain that it makes it too easy for the average person to affect online content, which can impact the credibility, ethics and even legality of web content. The extent of data sharing and gathering also raises concerns about privacy and security. Defenders of Web 2.0 point out that these problems have existed ever since the infancy of the medium and that the alternative -- widespread censorship based on ill-defined elitism -- would be far worse. The final judgment concerning any web content, say the defenders, should be made by end users alone. Web 2.0 reflects evolution in that direction.

Web 2.0 technologies
Most of the technologies used in delivering web 2.0 are rich Web technologies, such as Adobe Flash, Microsoft Silverlight and JavaScript (in addition to Ajax, RSS and Eclipse). Web 2.0 applications are often based on the decentralized download methodology that made BitTorrent so successful, in which each downloader of content is also a server, sharing the workload and making heavily demanded content more accessible that it would be in the centralized model where demand can lead to overwhelmed servers and pages.

Manufacturing 2.0
The integration of Web 2.0 communication and collaboration applications into traditional manufacturing practices and processes has been dubbed Manufacturing 2.0. Manufacturing 2.0 takes typical Web 2.0 apps and services and incorporates them into every stage of development and production. The use of these technologies and tools facilitates greater collaboration and sharing and referencing of information in a business, ideally leading to better thought out design and more efficient production.

Enterprise 2.0
Similarly, the inclusion of Web 2.0 technologies into an enterprise's business processes, Intranet and is sometimes referred to as Enterprise 2.0. Most enterprise 2.0 followers use a combination of blogs, social networking and social collaborative tools as well as free, paid and homegrown technologies. The term Enterprise 2.0 was coined by Harvard Business School Associate Professor Andrew McAfee in an MIT Sloan Management Review he named "Enterprise 2.0: The Dawn of Emergent Collaboration."

Web 2.0 suicide
So synonymous with Web 2.0 is social networking that the deletion of one's social networking presences throughout the Internet is referred to as Web 2.0 suicide. There are web applications designed to facilitate the process, such as the free service Web 2.0 suicide machine. The application attempts to purge user info on some of the most common social networking presence points: Facebook, MySpace, LinkedIn and Twitter before adding the user to the Social Network Suiciders group on Facebook and signing them out.

The future of Web 2:0: Web 3.0
Some industry pundits are already claiming that Web 2.0 is merely a transitional phase between the early days of the World Wide Web's existence and a more established phase they're calling Web 3.0.

The creator of the World Wide Web, Tim Berners-Lee, suggests that the Web as a whole can be designed more intelligently to be more intuitive about how to serve a user's needs. Berners-Lee observes that although search engines index much of the Web's content, they have little ability to select the pages that a user really wants or needs. He suggests developers and authors, singly or in collaboration, can use self-descriptions or similar techniques so that new context-aware programs can better classify the information that might be relevant to a user.

Ubiquitous Computing
The model of Web 3.0's machine-classified, data sharing world creates a basis for ubiquitous computing. Ubiquitous computing, also known as pervasive computing, is a scenario in which embedded processing in everyday objects enables intercommunication and unobtrusive data sharing throughout the user's environment. The concept overlaps with that of the Internet of Things ( IoT), in which almost any entity or object imaginable can be outfitted with a unique identifier (UID) and the ability to exchange data automatically. A modest example of this concept is a fridge that sends a grocery lists to one's smartphone.
See Sir Tim's Ted Talk on the future of the Web:

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Web 2.0 are websites and applications that make use of user-generated content for end-users. Web 2.0 is characterized by greater user interactivity and collaboration, more pervasive network connectivity and enhanced communication channels. One of the most significant differences between Web 2.0 and the traditional World Wide Web (, retroactively referred to as Web 1.0) is greater collaboration among Internet users, content providers and enterprises.

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A GLOBAL APPROACH TO CLIL
Introductions: sharing experiences with CLIL, comparing methodologies and strategies from all over the world.

Tasks:

Introduce yourself

Checklist: "How CLIL are you?"

Read about Content and Language Integrated Learning: useful study materials

Share your experiences with CLIL

A CLILquest.

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Exploring the potential of Web 2.0 in the implementation of CLIL.

Participants will be guided through the exploration of some of the most powerful and effective webtools and websites to work with words and expressions.

Suggestions, ideas and formats will be given to focus on language.

Task:

Focus on language: play and teach with words

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Focus on language: play and teach with words

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Attributes of the 21st century teaching professional

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Attributes of the 21st century teaching professional

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Gisella Langé
"We belong to a global community and we need to develop global competences!!!!!
We have a global profession.
What is important is the concept of Global Citizenship Education: UNESCO promotes peace and human rights education and shared universal values
Common values, inclusive education and European dimension are the basis of the new 2018 Recommendation"

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Use the tool you prefer to record the memories from this journey and post the link to your portfolio in the Digital Portfolio Forum.
Here are some suggestions but feel free to choose the tool you prefer:

https://padlet.com
https://tackk.com

https://education.weebly.com/
https://www.sutori.com/

https://sway.office.com/
https://www.smore.com/
https://spark.adobe.com/

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By the end of the session, participants will have:

• read about and discussed the theory, methodology, and practice behind a CLIL approach

• considered how to plan CLIL class activities using the Internet and 2.0 web tools

• considered and discussed teaching and assessing learners studying through a CLIL approach

• reflected upon their awareness of what CLIL is and on how to teach through it.

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The Happy Prince ... my small big masterpiece

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The Happy Prince ... my small big masterpiece

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"The Happy Prince" è un CDD (contenuto didattico digitale) prodotto dagli alunni della classe II G dell'Istituto Comprensivo "S. Falco" di Scafati (SA) arix@you

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WEEK 4 Extensive Reading and CLIL connections

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My favourite webtool for Techno-CLIL 2017

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here is my path ;)

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Classroom principles
Some of the basic principles of CLIL are that in the CLIL classroom:

Language is used to learn as well as to communicate

It is the subject matter which determines the language needed to learn.

In a CLIL lesson, all four language skills should be combined. The skills are seen thus:

Listening is a normal input activity, vital for language learning

Reading, using meaningful material, is the major source of input

Speaking focuses on fluency. Accuracy is seen as subordinate

Writing is a series of lexical activities through which grammar is recycled.

A CLIL lesson looks at content and language in equal measure, and often follows a four-stage framework.

1. Processing the text
The best texts are those accompanied by illustrations so that learners can visualise what they are reading. When working in a foreign language, learners need structural markers in texts to help them find their way
through the content. These markers may be linguistic (headings, sub-headings) and/or diagrammatic. Once a 'core knowledge' has been identified, the organisation of the text can be analysed.

2. Identification and organisation of knowledge
Texts are often represented diagrammatically. These structures are known as 'ideational frameworks' or 'diagrams of thinking', and are used to help learners categorise the ideas and information in a text. Diagram types include tree diagrams for classification, groups, hierarchies, flow diagrams and timelines for sequenced thinking such as instructions and historical information, tabular diagrams describing people and places, and combinations of these. The structure of the text is used to facilitate learning and the creation of activities which focus on both language development and core content knowledge.

3. Language identification
Learners are expected to be able to reproduce the core of the text in their own words. Since learners will need to use both simple and more complex language, there is no grading of language involved, but it is a good idea for the teacher to highlight useful language in the text and to categorise it according to function. Learners may need the language of comparison and contrast, location or describing a process, but may also need certain discourse markers, adverb phrases or prepositional phrases. Collocations, semi-fixed expressions and set phrases may also be given attention as well as subject-specific and academic vocabulary.

4. Tasks for students
There is little difference in task-type between a CLIL lesson and a skills-based ELT lesson. A variety of tasks should be provided, taking into account the learning purpose and learner styles and preferences. Receptive skill activities are of the 'read/listen and do' genre. A menu of listening activities might be:

Listen and label a diagram/picture/map/graph/chart

Listen and fill in a table

Listen and make notes on specific information (dates, figures, times)

Listen and reorder information

Listen and identify location/speakers/places

Listen and label the stages of a process/instructions/sequences of a text

Listen and fill in the gaps in a text

Tasks designed for production need to be subject-orientated, so that both content and language are recycled. Since content is to be focused on, more language support than usual in an ELT lesson may be required.
Typical speaking activities include:

Question loops - questions and answers, terms and definitions, halves of sentences

Information gap activities with a question sheet to support

Trivia search - 'things you know' and 'things you want to know'

Word guessing games

Class surveys using questionnaires

20 Questions - provide language support frame for questions

Students present information from a visual using a language support handout.

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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

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.

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CLIL – Content and Language Integrated Learning - is a "dual focus" methodology, fostering the development of language competences and the delivery of subject content at the same time.
It refers to the learning of a curricular subject in a foreign language, with great advantages in terms of students' learning outcomes and cognitive processes.

CLIL is spreading more and more, as an integrated part of school curricula in many countries. In order to implement this innovative approach, the role of teacher training is essential.

--------------------------------

CLIL stands for Content and Language Integrated Learning and refers to teaching subjects such as science, history and geography to students through a foreign language.
The term CLIL was coined by David Marsh, University of Jyväskylä, Finland (1994): "CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language."
Content and Language Integrated Learning (CLIL) has become the umbrella term describing both learning another (content) subject such as physics or geography through the medium of a foreign language and learning a foreign language by studying a content-based subject.
The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners.