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Welcome to the CLIL4ALL website. Our project is funded through the Erasmus+ Cooperation Partnership programme, runs from October 2022 till September 2025, and

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CLIL: Content and Language Integrated Learning ‘Tartalmat és Nyelvet Integráló Tanulás’
A CLIL olyan kétfókuszú oktatási forma, melyben a tanuló számára idegen nyelven történik az ismeretanyag közvetítése és annak elsajátítása. Egymással összefonódva, együtt, egyszerre zajlik a nyelv és az ismeretanyag tanítása, tanulása.

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Content and language integrated learning - Wikipedia

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Content and language integrated learning ( CLIL) is an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language.

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Bridge Education Group TEFL TESOL Certifications

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What Is CLIL and What Is Not? Introduction to CLIL - Content and Language Integrated Learning

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The benefits of a bilingual brain - Mia Nacamulli

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Why being bilingual is good for your brain | BBC Ideas

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Is Bilingualism a Superpower? | Otherwords

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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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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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ha… clil - középpontban a tanulás folyamata - hírek - tempus közalapítvány

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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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Creating bilingual minds | Naja Ferjan Ramirez | TEDxLjubljana

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Written by Sheila Corwin

Teacher Trainer in Florence

Introduction to CLIL

As a CLIL teacher myself, I often use the example of a content course that would interest me and that is taking a course about French cinema (content) in French (language), while on a study abroad holiday in Paris (of course!). Since French is not my mother tongue, this kind of course would expose me to learning about the specific content of interest to me while also learning about (and becoming more fluent) in the French language.

So, what does CLIL mean?

CLIL stands for Content and Language Integrated Learning and it has officially been around since the 1990s. It is an educational approach that originally stems from Communicative Language Teaching (CLT) and has been used mostly by language teachers.

The concept is often credited to David Marsh. CLIL incorporates both the learning of content and the learning of a foreign language which is often English, but it could be teaching in any foreign language that is not the mother tongue of the students.

When we think of content, CLIL is often about the teaching of academic subject matter such as science, history, or geography, but it can also be about the teaching of any other kind of content which is less academic and, some may say, more fun subject matter such as photography, fashion, cooking, or cinema.

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.

David Marsh, University of Jyväskylä, Finland (1994)

Soft CLIL and hard CLIL: what is the difference?

Soft CLIL is often applied in young learner (primary school) classrooms and is mostly about teaching words and vocabulary in a foreign language i.e., getting students familiar with a second language by providing some limited exposure, while still teaching primarily in the mother tongue. Soft CLIL is appropriate for lower proficiency levels such as beginning and elementary.

Hard CLIL means that an entire course is taught in a foreign language and learners need to be at an intermediate or above proficiency level and already be quite autonomous in the second language. In a course where everything is in a foreign language, learners need to be confident in the second language and have some substantial experience studying it already.

The challenges of planning CLIL Lessons

I once attended a conference where the presenter mentioned that CLIL was a good way for primary and secondary schools to get 2 for 1. In other words, an academic subject teacher and a language teacher are represented by one individual i.e., two for the price of one.

As with anything, difficulties can arise when a trained language teacher becomes an academic subject teacher, and when the trained academic subject teacher becomes the language teacher.

What is really needed, but not easily obtained, is for every CLIL course to have access to two teachers; an academic subject teacher expert and a language teacher expert who knows how to teach a foreign language to non-native speakers.

CLIL and language teachers - challenges and the good news

If you are a language teacher, one of the biggest challenges you will face in the teaching of an academic subject is a lack of background knowledge in the teaching of specific academic content.

Furthermore, developing this expertise may not be a realistic expectation because many language teachers have been trained to teach a foreign language and may not have a higher specialized degree in an academic content area.

The Good news: If you are a language teacher, you have expertise in how to teach a foreign language to non-native speakers and you are already sensitive to working with these kinds of learners.

You know how to execute activities for second language learners and are used to checking on learners' comprehension and dealing with error correction in both writing and speaking activities.

CLIL and academic subject teachers - challenges and the good news

If you are an academic subject teacher, you may have an advanced degree in history or geography but no experience in teaching language and you may find that you are unable to make the necessary modifications to make your content knowledge comprehensible to language learners.

You may also find difficulties with teaching their subject matter in a foreign language if you, too, are non-native speakers of the language required to teach.

The Good news: If you are an academic subject teacher, you have content area expertise, which a language teacher might lack. You probably have a very specialized degree and you are an expert in your areas of study which could be anything from history, geography, art, science, or math. Since you might also be native speakers, you will know how to communicate their subject matter effectively if the mother tongue is used.

How to implement CLIL in your classroom

CLIL is driven by academic or other subject-matter content and teachers who are interested in (or required to) incorporate this approach in their classroom need to know and understand how to create and incorporate the teaching of the four skills reading, writing, listening, and speaking to non-native speakers of a language effectively and in a beneficial way for their learners.

The Receptive Skills: Listening and Reading CLIL activities

Anything that students receive in a foreign language is referred to as input. The receptive skills are known as Listening and Reading and require that all teachers check on their learners' comprehension of what has or has not been understood.

A formula for Listening activity (with handout):

1. Pre-teach difficult or unknown vocabulary words

2. Listen first time for gist - without handout

3. Listen second time for specific details - with questions on handout

4. This step can be skipped if over 50% of questions have been answered: Listen a third time for confirmation and to get missed details.

After the second or third listening, individual students can share and compare with those around them before coming back together as a class to confirm anything else that they are unsure about or that they were unable to discern with their partner or partners.

In the CLIL in Secondary School - Practical Activities for All Teachers course in Florence, Italy, the second day focuses on teaching CLIL through Science. In one of the first listening activities, the 2006 movie trailer An Inconvenient Truth is used in a cloze activity*.

The first listening allows students to listen to and watch the 3-minute trailer. Before the second listening, students are given a handout where 12 words from the transcript are provided in a word bank at the top of the worksheet. During the second listening, students are required to fill in the missing words in the text without the visual of the video to allow them to focus solely on listening.

As mentioned in the above formula, students can skip the third listening if they were able to fill in at least 50% of the missing words.

*Cloze Activity - an activity in which words are removed from a passage for a learner to fill in as an exercise in reading comprehension. The missing words may or may not be provided in a word bank.

A formula for Reading Activity (with handout):

1. Pre-teach difficult or unknown vocabulary words and highlight them in the text

2. Students Read first time aloud (dividing up reading equally by sentences or paragraphs) to practice pronunciation

3. Students read second time silently for comprehension

At this point, students can complete comprehension questions with or without the text, individually, or with a partner or partners. If comprehension questions are answered without the text, they can be answered with a partner through speaking and relying on memory of what was read together.

In another example from the course CLIL in Secondary School - Practical Activities for All Teachers, the third day focuses on teaching CLIL through History. In one of the reading activities, a short reading passage about the life of Henry VIII, a former King of England, is passed out. For the first reading, each student is allowed to read at least one sentence aloud.

During the second reading, students read silently (on their own) and are asked to write their names at the top of the handout when they have finished. Teachers can collect the reading passage from all students when they have finished reading.

As mentioned in the above formula, individual students or pairs are given one handout with 12 comprehension questions to answer without the ability to refer to the reading passage for answers.

The Productive Skills: 5 ways to do Writing and Speaking activities

Anything that students produce in a foreign language is referred to as output. The productive skills are known as Writing and Speaking and require that teachers engage in error correction which can be done by the teacher, the student, or a peer depending on what needs to be corrected, student level, and or the activity.

Students can work on productive activities (where writing and speaking are required) in any of the following ways:

On the fourth day of the course CLIL in Secondary School - Practical Activities for All Teachers, the focus is on teaching Geography through CLIL. Students are required to produce a roleplay, using speaking, based on the travels of Marco Polo. On this day, a two-minute film clip from the 2014 film Marco Polo is used.

First students choose the role they would like to play. Then they are provided with the transcript from the film. After highlighting their role(s) and what they need to say, they Listen and watch - paying attention to the character they are playing and how they sound. The next step (depending on how many students there are in class) is to put students in small groups, two teams, or as a whole class to practice the script.

When each group is ready, students perform. There can be more than one performance and everyone else who participates as the audience can provide oral or written feedback. If students are studying the part of the world where Marco Polo explored, they can also research and write about different cities along his route.

Using authentic CLIL resources

Since CLIL is all about knowing how to prepare and implement reading, writing, listening, and speaking activities to non-native speakers of a language, teachers who are particularly creative and dedicated to their craft, can seek out Authentic Materials from the real world to develop their courses.

If I use the same example of learning more about French cinema in the French language while enjoying a holiday in France, I could, for example, think about incorporating movie trailers (listening); short interviews (in French) found on YouTube with film directors or French actors (listening); include movie reviews of films in French (reading); anything about the places, people, or events that take place in any film (reading).

I could also engage my learners in speaking and writing activities that get students to express their opinions or thoughts about certain films, French actors and actresses, film topics, locations depicted in French films, timelines, genres, or songs used in French movies. Students could be asked to create movie posters or a short guide to French films perhaps from different time periods as a fun project.

Conclusion and resources

Many countries and educational institutions around the world are promoting the teaching and learning of both content and language through CLIL. For example, the European Union (EU) also embraces it.

The language policy of the EU, drawn up by the European Parliament at the Social Summit held in Gothenburg, Sweden in 2017, declares that by 2025, young citizens of the EU should be learning and able to speak at least two additional European languages along with their native tongue by the time they complete school.

As we all know, competence in more than one foreign language plays an important role in improving educational and employment opportunities. The argument then is that through CLIL students can simultaneously study academic or other subject matter through a foreign language at school which will help them reach a good level of multilingualism by the time they become an adult.

Teachers should therefore have an integrated and well-prepared education themselves to help them properly prepare their own students to be open-minded European citizens who speak more than one language.

Since CLIL is about teaching content through a foreign language. It can serve as an approach to provide meaningful language use driven by specific content, CLIL is not only an important instrument for fostering European citizens' language learning goals; it is a way to embrace language diversity and a deeper understanding of other EU countries and ways of life.

If you would like to know more about CLIL, I have an exiting news to share!

After 10 years of teaching CLIL to more than 1'000 European teachers, I recently had the opportunity to create an online course on it. The best part?

Thanks to the Erasmus+ project EUTEAM, the course is 100% free!

The MOOC clarifies the CLIL methodology and introduces several examples of CLIL activities focusing on EU content and the original EU members-with authentic (real world) materials in English.

It offers several activity handouts ready to be used in the classroom, along with questions for reflection for the students.

Click on the following link to register:

Furthemore, within our catalogue of Erasmus courses for teachers, we have an entire selection of more than 20 courses focused on CLIL!

They are all week-long courses that focuses on how to create reading, writing, listening, and speaking activities in academic subject matter such as science, history, geography, and art.

English is the language for which this specific content is taught. All these courses are filled with a multitude of activities to help both the language and academic subject teacher gain a better understanding of managing an effective CLIL classroom experience for both learners and teachers.

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CLIL (Content and Language Integrated Learning) is an educational approach credited to David Marsh (Finland) that is around since the 90s

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my bilingual brain be like that sometimes... #meme #bilingual #latinostiktok #bilingualproblems 

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@maria.garibay
my bilingual brain be like that sometimes... #meme #bilingual #latinostiktok #bilingualproblems
♬ original sound - Maria Garibay

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😂😂😭 #meme #humor #spanish #bilingual #bilingualproblems 

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@natlingo
😂😂😭 #meme #humor #spanish #bilingual #bilingualproblems
♬ suara asli - T J - Nana LC

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Playing games is not only great fun for babies and children, but it's also a key part of their early development. And this is no different if you speak more than one language at home with your children.
"Whether you're a bilingual speaker or a modern English speaker, how language develops and embeds itself is the same," says Speech and Language Therapist, Monal Gajjar.

You need repetition of the language, but more importantly, you need it to be fun and motivational for your child.

Around the age of three, your child starts to develop metalinguistic awareness. This is when they start to reflect on the language they're using and consciously choose between different words.

"That's when fun games are really crucial," says Monal. "Because they allow your child to be engaged, to take the lead and experiment with their language skills."

Here are our top 10 multilingual games that you can try at home with your little one:

1. Whispering Game

If your child is lacking confidence, the whisper game is a perfect way to encourage their second language.

Whisper a phrase into their ear and get them to pass it on to another person or teddy in a different language. This game is great for repetition and modelling, giving your child the opportunity to repeat words and phrases and boost their confidence with pronunciation.

2. Phone Call Game

When your child is feeling noisier, you can grab a banana or just use your hand and have a phone call.

Stand at different corners of a room and have children copy what you say to a teddy bear who is learning your language.

"A lot is going on in this game," Monal explains. "Your child will love taking the leading role with their teddy to teach them the language but will also be constantly picking up on your body language, gesture, intonation and accent."

3. Playing with Puppets

Make a puppet that only speaks a certain language and encourage your child to translate what you are saying to the puppet.

"This game is nice because you're saying their second language belongs also to someone else," Monal says. "It makes them question what they can do if someone doesn't understand English or their first language."

4. Play catch with a twist

Throw a ball to your child and say a word or phrase in one language. When the child throws the ball back to you, they have to say the word or phrase in a different language.

5. Matching Game

All you need for this game is to put together some flashcards with words in two languages. They don't need to be pretty, and you can choose whether to add colour or drawings.

The main thing is you can put them on the floor or a table and play pairs with them, matching words in both languages.

"This game is fantastic because it encourages the use of lots of the senses," Monal explains. "There's quite a bit of processing going on in a child's head without them having to come up with the words on their own."

6. Hide and Seek with Words

This game lets children follow their own lead and be in control. You can take your cards from the matching game and hide the word in one language around the house.

You then hold up the word in the other language and ask your child to go around the house and find the matching pair.

7. I Spy

A classic game that works well in all languages.

Looking for a way to introduce words from your home country? Try playing this game at the supermarket, where you can find foods from all over the world.

8. Rhyming Games

"Language is not just about stringing words together but also phonics, sounds, patterns and intonation," Monal says. "There are certain sounds that appear in some languages but not others. It can be fun for you and your child to play around with this concept."

Start by saying a word in your chosen language and ask your child to say another word that sounds the same. You can chat about the word they've chosen or even have fun if it's not a real word.

"It's just about getting them to use those sounds and practise moving the muscles in their mouth in different ways."

9. The Corner Game

Put flags from countries of the languages you speak in the corners of a room (one flag in each corner). Play some music and ask your child to run around the room. When the music stops, they have to quickly find a corner to run to of their choice.

Once they're in place, hold something in your hand, like an object or image, and ask your child to say the word that matches the country they are standing in.

"This is a great game to play with friends and siblings," says Monal. "You can swap out who stands in the middle and who shouts out the words."

10. Photo Fun

Using photos of family members and other objects, like food or modes of transport, ask your child to create a story around Grandma or Grandpa and what they've done on that day.

If your child speaks in a certain language to one family member, encourage them to tell the story in that language. Change it up based on what family member you're talking about.

Monal suggests leaving the photos lying around to allow your child to reflect on the stories they've told. "Being interactive with your child is great during playtime, but giving them time to think about what they're chatted about and learnt is just as important."

Monal's Top Tips for Parents

Avoid saying 'no'

Try not to be negative when your child gets a word wrong. It's important to praise them and let them know it's ok to make mistakes. There are lots of ways you can correct them without hurting their confidence.

This helps to create a fun and safe environment for them to explore using their languages, without worrying about getting it perfectly right.

Get the whole family involved

If there are people in your family who speak different languages, it's great to get them involved with games. It's so important for children to see all the languages they speak being valued.

Don't panic if they're not engaging

Avoid putting too much pressure on them. Their brains are working really hard, and it's common for them to go through a so-called silent phase.

Continue to have fun in different languages and ensure your child sees people using all their languages comfortably and happily.

Role reversal during playtime can also help. By letting your child take the lead and seeing you speaking the words you want them to speak, they'll gain confidence and reassurance.

The most important thing is to have fun.

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Bilingual games for toddlers: 10 fun and easy ways to help speech development through play

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Speech & Language Therapist, Monal Gajjar shares her top 10 bilingual games for toddlers, which can encourage bilingualism and help boost speech development.

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5 Great Games for Bilingual Children

Today is International Mother Language Day, a worldwide observance held annually on 21st February to promote awareness of linguistic and cultural diversity and multilingualism. Having been brought up bilingually myself, and now raising my boys with two languages and two cultures, this day holds some significance for us and I like to use it as an opportunity to share some of your tips and experiences. This year, I'm sharing some of our favourite games we found work particularly well with bilingual or multilingual children. Of course, they work equally well for children who are maybe learning a foreign language, as well as for nurturing language skills in monolingual children.

Storytelling Games

Any games that don't have a load of rules and don't have elements heavily reliant on a particular language, such as cards that need to be read out, are great for playing in different languages. One of the most open ended games that fall in this category are storytelling games. Not only can they be played in any language, but they also actively encourage the creative use of language. We have a beautiful set of wooden storytelling dice, with different fairy-tale elements, which we use with the boys to create stories in both English and German. My 8 year old in particular loves using these dice. There are loads of different kinds of storytelling dice you can get these days, with different themes - you could even try making your own!

In a similar fashion, these beautiful double-sided fairy-tale 'Story Box' cards by Magma invite children to create a new story every time by changing the sequence of the cards. My 4 year old finds these a little easier than the dice, as the cards start the story off for you rather than having to start a story from scratch. We have fun creating a new sequence of events each time, and then we talk about what is happening in the story, in either English or German. Or both. The box contains 20 pieces, which are nice and chunky for little hands. You can make a story up to 8 foot long! There is a ghost themed Story Box too, and last Autumn they released a new Animal Adventures themed one.

Letter Games

For children who have already learned to read, games that involve letter tiles are great for not only nurturing language but also squeezing in a bit of spelling practice. Scrabble is of course the first game that comes to mind, but we prefer the more free flow rules of Bananagrams. We don't always follow the rules too strictly though, sometimes we just use the tiles to make words together, for example the same word in English and in German and then we compare. Some words are completely different, some sound similar but are spelled differently. German does have some additional letters not found in English, but we are getting round that by avoiding those for now (did you know, special letters aside, that different languages have differing letter distributions of Scrabble tiles because the frequency of each letter of the alphabet is different for every language.

Card Games

One of our favourite card games to play is a version of 'Happy Families' (known as Quartett in German), where you have to collect sets of four. We have a lovely animal themed set from Djeco. This game is great for language development because you have to ask players for cards, so e.g. in our animal set you might ask someone "do you have the bear from the mountain family?" or "do you have the monkey from the jungle family?" We can play this in either English and German, meaning we can practice the words for various animals and environments, as well as asking and responding to questions, in both languages.

Lotto or Bingo

Another favourite game, that is brilliant for nurturing languages and practicing vocabulary, is picture Lotto or Bingo. Each player has a board with pictures, and then you pick up cards that are face down in the middle and players match them to their boards. Whoever completes their board first wins. There are different ways to play this game - the way we play it, a player picks a cards, shows it and asks e.g. "who has the colouring pencils?" or "who has the ladybird?" That way, the boys need to say the names of the pictures our loud each time, and it's easy to play in either English or German. I picked the wonderful set below up from a second hand sale in Germany, and it's brilliant because it has 54 different picture cards in total covering a wide range of vocabulary from household items to different plants and animals.

Orchard Toys also have a great selection of Lotto/ Bingo games. We have a Dinosaur Lotto and a Superhero Lotto, with a range of cards in each. Our favourite one though is Shopping List, where each player gets a list of supermarket items they need to collect, and a shopping cart board to collect them on. The lists are on English, but as there is a picture for each item too - and my younger boy can't read yet anyway - we can also easily play this in German. (NOTE: Although we are testers for Orchard Toys games and often get sent free gmes for review, this game is one we bought ourselves!)

Guess Who

And, finally, Guess Who is another great game for nurturing vocabulary, this time for words relating to people. Each player has a set of people in front of them, and picks a card which shows one of those people that their opponent has to guess. By a process of elimination, asking whether the person you have to guess has certain features or not, you are eventually left with just win. The winner is whoever can figure out their opponent's card first. It's a great game for building vocabulary for things like eye and hair colour, whether they are wearing glasses, hats, earrings etc. And it's easy to play in any language.

So, those are our favourite games for nurturing language, that we like to play on both English and German. Do you have any other great suggestions to add? Please feel free to share them in the comments!

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If you enjoyed this month, you may also like:

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5 ideas for engaging CLIL activities in class - CLIL Media

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Want to implement CLIL activities in your lesson, without any preparation time? These five activities might just be what you are looking for! Estimated time to read this article: 7 minutes One of the questions I always ask after a workshop is ' what is the most important thing you learned during this workshop?

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This site is especially built for Dutch teachers who teach in bilingual studies at a secondary school. For good teaching the CLIL didactics have to be inserted in the lessons. Find activities you would like to use in your lesson. Adjust it to your needs and lesson aims. Hopefully you will find lots of inspiration here. This site is built with the help of my colleages and LOF. LOF gave me the opportunity to develop this initiative. Would you like to share your work as well?
Good luck!
Click on the links below for more information.

"True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their
own."

Nikos Kazantzakis

CONTACT

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Clil lesson ideas and more | CLIL connects

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What is Clil? You can find lesson ideas, tools and webpages to design Clil activities. It also gives you an idea how to share them with colleagues. Clil connects teachers.

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Find out the facts about acquiring, learning and using more than one language from experts around the world.

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2025. márc. 25-én szülői tájékoztatót tartunk, ahol szakértőink válaszolnak kérdéseire! Hogyan történik a jelentkezés? Így működünk a gyakorlatban Bemutatkozik a Bilingual Program Bilingual óvodai bemutatkozó Újpest TV riport a Bilingual óvodai programról Közösségi életünk A tanórákon kívül is rengeteg program várja a tanulókat, legyen az a Ház Rendszer izgalmas vetélkedői, a napközis vagy ottalvós táborok, külföldi [...]

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The frontage of the Constitutional Court of South Africa, with text written in eleven of South Africa's twelve official languages

A multilingual sign outside the mayor's office in Novi Sad, Serbia, written in the four official languages of the city: Serbian, Hungarian, Slovak, and Pannonian Rusyn

A stenciled danger sign in Singapore written in English, Chinese, Tamil, and Malay (the four official languages of Singapore)

The logo and name of the Swiss federal administration in the four national languages of Switzerland (German, French, Italian, and Romansh)

Multilingualism is the use of more than one language, either by an individual speaker or by a group of speakers. It is believed that multilingual speakers outnumber monolingual speakers in the world's population. More than half of all Europeans claim to speak at least one language other than their mother tongue; but many read and write in one language. Being multilingual is advantageous for people wanting to participate in trade, globalization and cultural openness. Owing to the ease of access to information facilitated by the Internet, individuals' exposure to multiple languages has become increasingly possible. People who speak several languages are also called .

Multilingual speakers have acquired and maintained at least one language during childhood, the so-called first language (L1). The first language (sometimes also referred to as the mother tongue) is usually acquired without formal education, by mechanisms about which scholars disagree. Children acquiring two languages natively from these early years are called simultaneous bilinguals. It is common for young simultaneous bilinguals to be more proficient in one language than the other.

People who speak more than one language have been reported to be better at language learning when compared to monolinguals.

Multilingualism in computing can be considered part of a continuum between internationalization and localization. Due to the status of English in computing, software development nearly always uses it (but not in the case of non-English-based programming languages). Some commercial software is initially available in an English version, and multilingual versions, if any, may be produced as alternative options based on the English original.

The first recorded use of the word multilingual in the English language occurred in the 1830s. The word is a combination of multi- ("many") and - lingual ("pertaining to languages"). The phenomenon of multilingualism is as old as the very existence of different languages.

Today, evidence of multilingualism in an area includes things such as bilingual signs, which represent the same message in more than one language. Historical examples include glosses in textual sources, which can provide notes in a different language from the source text; macaronic texts which mix together two or more languages with the expectation that the reader will understand both; the existence of separate sacred and vernacular languages (such as Church Latin vs. common forms of Latin, and Hebrew vs. Aramaic and Jewish languages); and the frequency of linguistic borrowings and other results of language contact.

A bilingual "no trespassing" sign at a construction site in Helsinki, Finland (upper text in Finnish, lower text in Swedish)

The definition of multilingualism is a subject of debate in the same way as that of language fluency. This should not be confused with the term "bilingual". These two phrases can often be used interchangeably, but to be bilingual indicates that two languages are learned, while multilingual suggests it is more than two. There are two sides to the linguistic debate as to how to define multilingualism, however. At one end of a sort of linguistic continuum, one may define multilingualism as complete competence in and mastery of more than one language. The speaker would presumably have complete knowledge and control over the languages and thus sound like a native speaker. At the opposite end of the spectrum would be people who know enough phrases to get around as a tourist using the alternate language. Since 1992, Vivian Cook has argued that most multilingual speakers fall somewhere between minimal and maximal definitions. Cook calls these people multi-competent.

In addition, there is no consistent definition of what constitutes a distinct language. For instance, scholars often disagree whether Scots is a language in its own right or merely a dialect of English. Furthermore, what is considered a language can change, often for purely political reasons. One example is the creation of Serbo-Croatian as a standard language on the basis of the Eastern Herzegovinian dialect to function as umbrella for numerous South Slavic dialects; after the breakup of Yugoslavia, it was split into Serbian, Croatian, Bosnian and Montenegrin. Another example is the historical dismissal of Ukrainian as a Russian dialect by the Russian tsars to discourage national feelings. Many small independent nations' schoolchildren are today compelled to learn multiple languages because of international interactions. For example, in Finland, all children are required to learn at least three languages: the two national languages (Finnish and Swedish) and one foreign language (usually English). Many Finnish schoolchildren also study further languages, such as German or Russian.

In some large nations with multiple languages, such as India, schoolchildren may routinely learn multiple languages based on where they reside in the country.

In many countries, bilingualism occurs through international relations, which, with English being a global lingua franca, sometimes results in majority bilingualism even when the countries in question have just one domestic official language. This occurs especially in regions such as Scandinavia and the Benelux, as well as among Germanophones, but the phenomenon has also been expanding into some non-Germanic countries.

One view is that of the linguist Noam Chomsky in what he calls the human language acquisition device-a mechanism that enables a learner to recreate correctly the rules and certain other characteristics of language used by surrounding speakers. This device, according to Chomsky, wears out over time, and is not normally available by puberty, which he uses to explain the poor results some adolescents and adults have when learning aspects of a second language (L2).

If language learning is a cognitive process, rather than a language acquisition device, as the school led by Stephen Krashen suggests, there would only be relative, not categorical, differences between the two types of language learning.

Rod Ellis quotes research finding that the earlier children learn a second language, the better off they are, in terms of pronunciation. European schools generally offer secondary language classes for their students early on, due to the interconnectedness among neighboring countries with different languages. Most European students now study at least two foreign languages, a process strongly encouraged by the European Union.

Based on the research in Ann Fathman's The Relationship Between Age and Second Language Productive Ability, there is a difference in the rate of learning of English morphology, syntax and phonology based upon differences in age, but the order of acquisition in second language learning does not change with age.

In second language class, students commonly face difficulties in thinking in the target language because they are influenced by their native language and cultural patterns. Robert B. Kaplan believes that in second language classes, foreign students' papers may seem out of focus because the foreign student employs rhetoric and sequences of thought that violate the expectations of the native reader. Foreign students who have mastered syntactic structures have still demonstrated an inability to compose adequate themes, term papers, theses, and dissertations. Robert B. Kaplan describes two key words that affect people when they learn a second language. Logic in the popular, rather than the logician's sense of the word, is the basis of rhetoric, evolved out of a culture; it is not universal. Rhetoric, then, is not universal either, but varies from culture to culture and even from time to time within a given culture. Language teachers know how to predict the differences between pronunciations or constructions in different languages, but they might be less clear about the differences between rhetoric, that is, in the way they use language to accomplish various purposes, particularly in writing.

People who learn multiple languages may also experience positive transfer - the process by which it becomes easier to learn additional languages if the grammar or vocabulary of the new language is similar to those of the languages already spoken. On the other hand, students may also experience negative transfer - interference from languages learned at an earlier stage of development while learning a new language later in life.

Translanguaging also supports the acquisition of new languages. It helps the development of new languages by forming connections from one language to another. Second language acquisition results in a lexical deficit.

Receptive bilinguals are those who can understand a second language but who cannot speak it or whose abilities to speak it are inhibited by psychological barriers. Receptive bilingualism is frequently encountered among adult immigrants to the U.S. who do not speak English as a native language but who have children who do speak English natively, usually in part because those children's education has been conducted in English; while the immigrant parents can understand both their native language and English, they speak only their native language to their children. If their children are likewise receptively bilingual but productively English-monolingual, throughout the conversation the parents will speak their native language and the children will speak English. If their children are productively bilingual, however, those children may answer in their parents' native language, in English, or in a combination of both languages, varying their choice of language depending on factors such as the communication's content, context or emotional intensity and the presence or absence of third-party speakers of one language or the other. The third alternative represents the phenomenon of " code-switching" in which the productively bilingual party to a communication switches languages in the course of that communication. Receptively bilingual persons, especially children, may rapidly achieve oral fluency by spending extended time in situations where they are required to speak the language that they theretofore understood only passively. Until both generations achieve oral fluency, not all definitions of bilingualism accurately characterize the family as a whole, but the linguistic differences between the family's generations often constitute little or no impairment to the family's functionality. Receptive bilingualism in one language as exhibited by a speaker of another language, or even as exhibited by most speakers of that language, is not the same as mutual intelligibility of languages; the latter is a property of a pair of languages, namely a consequence of objectively high lexical and grammatical similarities between the languages themselves (e.g., Norwegian and Swedish), whereas the former is a property of one or more persons and is determined by subjective or intersubjective factors such as the respective languages' prevalence in the life history (including family upbringing, educational setting, and ambient culture) of the person or persons.

In sequential bilingualism, learners receive literacy instruction in their native language until they acquire a "threshold" literacy proficiency. Some researchers use age three as the age when a child has basic communicative competence in their first language (Kessler, 1984). Children may go through a process of sequential acquisition if they migrate at a young age to a country where a different language is spoken, or if the child exclusively speaks his or her heritage language at home until he or she is immersed in a school setting where instruction is offered in a different language.

In simultaneous bilingualism, the native language and the community language are simultaneously taught. The advantage is literacy in two languages as the outcome. However, the teacher must be well-versed in both languages and also in techniques for teaching a second language.

The phases children go through during sequential acquisition are less linear than for simultaneous acquisition and can vary greatly among children. Sequential acquisition is a more complex and lengthier process, although there is no indication that non-language-delayed children end up less proficient than simultaneous bilinguals, so long as they receive adequate input in both languages.

A coordinate model posits that equal time should be spent in separate instruction of the native language and the community language. The native language class, however, focuses on basic literacy while the community language class focuses on listening and speaking skills. Being bilingual does not necessarily mean that one can speak, for example, English and French.

Research has found that the development of competence in the native language serves as a foundation of proficiency that can be transposed to the second language - the common underlying proficiency hypothesis. Cummins' work sought to overcome the perception propagated in the 1960s that learning two languages made for two competing aims. The belief was that the two languages were mutually exclusive and that learning a second required unlearning elements and dynamics of the first to accommodate the second. The evidence for this perspective relied on the fact that some errors in acquiring the second language were related to the rules of the first language.

Another new development that has influenced the linguistic argument for bilingual literacy is the length of time necessary to acquire a second language. Previously, children were believed to have the ability to learn a language within a year, but today, researchers believe that within and across academic settings, the period is closer to five years.

An interesting outcome of studies during the early 1990s, however, confirmed that students who do complete bilingual instruction perform better academically. These students exhibit more cognitive flexibility, including a better ability to analyze abstract visual patterns. Students who receive bidirectional bilingual instruction where equal proficiency in both languages is required will perform at an even higher level. Examples of such programs include international and multi-national education schools.

"Pvt. Lloyd A. Taylor, 21-year-old transportation dispatcher at Mitchel Field, New York City, who knows Latin, Greek, Spanish, French, German, and Japanese, studies a book on Chinese. A former medical student at Temple University, he passes two hours a day studying languages as a hobby."
This picture was taken during World War II.

A multilingual person is someone who can communicate in more than one language actively (through speaking, writing, or signing). Multilingual people can logically speak any language they write in (aside from mute multilingual people), but they cannot necessarily write in any language they speak. More specifically, bilingual and trilingual people are those in comparable situations involving two or three languages, respectively. A multilingual person is generally referred to as a polyglot, a term that may also refer to people who learn multiple languages as a hobby. Multilingual speakers have acquired and maintained at least one language during childhood, the so-called first language (L1). The first language (sometimes also referred to as the mother tongue) is acquired without formal education, by mechanisms heavily disputed. Children acquiring two languages in this way are called simultaneous bilinguals. Even in the case of simultaneous bilinguals, one language usually dominates over the other.

In linguistics, first language acquisition is closely related to the concept of a "native speaker". According to a view widely held by linguists, a native speaker of a given language has in some respects a level of skill that a second (or subsequent) language learner cannot easily accomplish. Consequently, descriptive empirical studies of languages are usually carried out using only native speakers. This view is, however, slightly problematic, particularly as many non-native speakers demonstrably not only successfully engage with and in their non-native language societies, but in fact may become culturally and even linguistically important contributors (as, for example, writers, politicians, media personalities and performing artists) in their non-native language. In recent years, linguistic research has focused attention on the use of widely known world languages, such as English, as a lingua franca or a shared common language of professional and commercial communities. In lingua franca situations, most speakers of the common language are functionally multilingual.

The reverse phenomenon, where people who know more than one language end up losing command of some or all of their additional languages, is called language attrition. It has been documented that, under certain conditions, individuals may lose their L1 language proficiency completely, after switching to the exclusive use of another language, and effectively "become native" in a language that was once secondary after the L1 undergoes total attrition.

This is most commonly seen among immigrant communities and has been the subject of substantial academic study. The most important factor in spontaneous, total L1 loss appears to be age; in the absence of neurological dysfunction or injury, only young children typically are at risk of forgetting their native language and switching to a new one. Once they pass an age that seems to correlate closely with the critical period, around the age of 12, total loss of a native language is not typical, although it is still possible for speakers to experience diminished expressive capacity if the language is never practiced.

There is no evidence for a bilingual advantage in executive function and there is a small bilingual disadvantage in verbal fluency. Some initial reports concluded that people who use more than one language have been reported to be more adept at language learning compared to monolinguals, and this idea persisted in part due to publication bias. Current meta-analyses find no effect.

Individuals who are highly proficient in two or more languages have been reported to have a certain very marginally enhanced or no different executive function, and older onset for dementia. More recently, however, this claim has come under strong criticism with repeated failures to replicate. Yet, many prior studies do not reliably quantify samples of bilinguals under investigation. An emerging perspective is that studies on bilingual and multilingual cognitive abilities need to account for validated and granular quantifications of language experience in order to identify boundary conditions of possible cognitive effects. Second language acquisition results in a lexical deficit due to second language acquisition and bilingualism results in decreased verbal fluency.

Bilingual and multilingual individuals are shown to have superior auditory processing abilities compared to monolingual individuals. Several investigations have compared auditory processing abilities of monolingual and bilingual individuals using tasks such as gap detection, temporal ordering, pitch pattern recognition etc. In general, results of studies have reported superior performance among bilingual and multilingual individuals. Furthermore, among bilingual individuals, one's level of proficiency in one's second language was also reported to influence auditory processing abilities.

Bilinguals might have important labor market advantages over monolingual individuals as bilingual people can carry out duties that monolinguals cannot, such as interacting with customers who only speak a minority language. A study in Switzerland has found that multilingualism is positively correlated with an individual's salary, the productivity of firms, and the gross domestic production (GDP); the authors state that Switzerland's GDP is augmented by 10% by multilingualism. A study in the United States by O. Agirdag found that bilingualism has substantial economic benefits, as bilingual people were found to earn around $3,000 more per year in salary than monolinguals.

A study in 2012 has shown that using a foreign language reduces decision-making biases. It was surmised that the framing effect disappeared when choices are presented in a second language. As human reasoning is shaped by two distinct modes of thought: one that is systematic, analytical and cognition-intensive, and another that is fast, unconscious and emotionally charged, it was believed that a second language provides a useful cognitive distance from automatic processes, promoting analytical thought and reducing unthinking, emotional reaction. Therefore, those who speak two languages have better critical thinking and decision-making skills. A study published a year later found that switching to a second language seems to exempt bilinguals from social norms and constraints, such as political correctness. In 2014, another study showed that people using a foreign language are more likely to make utilitarian decisions when faced with moral dilemmas, such as the trolley problem and its variations. Participants in this study chose the utilitarian option more often in the Fat Man dilemma when it was presented in a foreign language. For the related Switch Track dilemma, however, the use of a foreign language presented no significant influence on the choices participants made. The authors of this study surmised that a foreign language lacks the emotional impact of one's native language.

Because it is difficult or impossible to master many of the high-level semantic aspects of a language (including but not limited to its idioms and eponyms) without first understanding the culture and history of the region in which that language evolved, as a practical matter an in-depth familiarity with multiple cultures is a prerequisite for high-level multilingualism. This knowledge of cultures individually and comparatively can form an important part of both what one considers one's identity to be and what others consider that identity to be. Some studies have found that groups of multilingual individuals get higher average scores on tests for certain personality traits such as cultural empathy, open-mindedness and social initiative. The idea of linguistic relativity, which claims that the language people speak influences the way they see the world, can be interpreted to mean that individuals who speak multiple languages have a broader, more diverse view of the world, even when speaking only one language at a time. Some bilinguals feel that their personality changes depending on which language they are speaking; thus multilingualism is said to create multiple personalities. Xiao-lei Wang states in her book Growing up with Three Languages: Birth to Eleven: "Languages used by speakers with one or more than one language are used not just to represent a unitary self, but to enact different kinds of selves, and different linguistic contexts create different kinds of self-expression and experiences for the same person." However, there has been little rigorous research done on this topic and it is difficult to define "personality" in this context. François Grosjean wrote: "What is seen as a change in personality is most probably simply a shift in attitudes and behaviors that correspond to a shift in situation or context, independent of language." However, the Sapir-Whorf hypothesis, which states that a language shapes our vision of the world, may suggest that a language learned by a grown-up may have much fewer emotional connotations and therefore allow a more serene discussion than a language learned by a child and to that respect more or less bound to a child's perception of the world.

Hyperpolyglots and savants

Many polyglots know up to five or six languages, but the frequency of polyglotism drops off sharply past this point. Those who know more languages than five or six- Michael Erard suggests eleven or more, while Usman W. Chohan suggests six to eight (depending on proficiency) or more-are sometimes classed as hyperpolyglots. Giuseppe Caspar Mezzofanti, for example, was an Italian priest reputed to have spoken anywhere from 30 to 72 languages. What causes advanced language aptitude in such polyglots is still under research; one theory suggests that a spike in one's testosterone levels as a baby in the uterus could enhance one's brain asymmetry, which may relate to one's linguistic, artistic and musical ability, alongside other personal traits, later in life.

The term savant, in a general sense, may refer to any individual with a natural or innate talent for a particular field; however, people diagnosed with savant syndrome are specifically individuals with significant mental disabilities who demonstrate certain profound and prodigious capacities or certain abilities far in excess of what would usually be considered normal, occasionally including a prodigious capacity for languages. Savant syndrome is almost always associated with an increased memory capacity of some sort, which can, for certain savants, aid in storing and retrieving knowledge of different languages. In 1991, for example, linguists Neil Smith and Ianthi-Maria Tsimpli described a man, named Christopher, who learned sixteen languages even with a non-verbal IQ between 40 and 70. Christopher was born in 1962, and he was diagnosed with brain damage approximately six months after his birth. Despite being institutionalized because he was unable to take care of himself, Christopher had a verbal IQ of 89, could speak English with no impairment, and could learn subsequent languages with apparent ease. This facility with language and communication is considered to be unusual for most diagnosed with savant syndrome.

Croatian-Italian bilingual plate on a public building in Pula/Pola (Istria)

A bilingual sign in Brussels, the capital of Belgium. In Brussels, both Dutch and French are official languages.

A multilingual sign at the Hong Kong-Macau Ferry Pier in Macau. At the top are Portuguese and Chinese, which are the official languages of Macau, while at the bottom are Japanese and English, which are common languages used by tourists (English is also one of Hong Kong's two official languages).

A caution message in English, Kannada and Hindi found in Bangalore, India

The three-language (Tamil, English and Hindi) name board at the Tirusulam suburban railway station in Chennai (Madras). Almost all railway stations in India have signs like these in three or more languages (English, Hindi and the local language(s)).

Multilingual sign at Vancouver International Airport, international arrivals area. Text in English, French, and Chinese is a permanent feature of this sign, while the right panel of the sign is a video screen that rotates through additional languages.

Multilingual sign at an exit of SM Mall of Asia in Pasay, Philippines. Three or four languages are shown: Japanese/Mandarin Chinese ("deguchi" or "chūkǒu", respectively), English ("exit") and Korean ("chulgu"). While Filipinos themselves are anglophones, such signs cater to the growing number of Koreans and other foreigners in the country.

Multilingual message at a public toilet in Puerto Princesa, Palawan, Philippines that prohibits foot washing. Text is written in six languages: English, Filipino, Cebuano, Chinese, Korean, and Russian, from top to bottom.

The name of a train found in South India written in four languages: Kannada, Hindi, Tamil, and English. Boards like this are common on trains that pass through two or more states where the languages spoken are different.

A trilingual (Arabic, English and Urdu) sign in the UAE in the three widely spoken languages in the UAE

Widespread multilingualism is one form of language contact. Multilingualism was common in the past: in early times, when most people were members of small language communities, it was necessary to know two or more languages for trade or any other dealings outside one's town or village, and this holds good today in places of high linguistic diversity such as Sub-Saharan Africa and India. Linguist Ekkehard Wolff estimates that 50% of the population of Africa is multilingual.

In multilingual societies, not all speakers need to be multilingual. Some states can have multilingual policies and recognize several official languages, such as Canada (English and French). In some states, particular languages may be associated with particular regions in the state (e.g., Canada) or with particular ethnicities (e.g., Malaysia and Singapore). When all speakers are multilingual, linguists classify the community according to the functional distribution of the languages involved:

: if there is a structural-functional distribution of the languages involved, the society is termed 'diglossic'. Typical diglossic areas are those areas in Europe where a regional language is used in informal, usually oral, contexts, while the state language is used in more formal situations. Frisia (with Frisian and German or Dutch) and Lusatia (with Sorbian and German) are well-known examples. Some writers limit diglossia to situations where the languages are closely related and could be considered dialects of each other. This can also be observed in Scotland where, in formal situations, English is used. However, in informal situations in many areas, Scots is the preferred language of choice. A similar phenomenon is also observed in Arabic-speaking regions. The effects of diglossia can be seen in the difference between written Arabic (Modern Standard Arabic) and colloquial Arabic. However, as time has passed, Arabic speakers have developed what some have deemed "Middle Arabic" or "Common Arabic", somewhere between the two extremes. Because of this diversification of the language, the concept of spectroglossia has been suggested.

Ambilingualism: a region is called ambilingual if this functional distribution is not observed. In a typical ambilingual area it is nearly impossible to predict which language will be used in a given setting. True ambilingualism is rare. Ambilingual tendencies can be found in small states with multiple heritages, like Luxembourg, which has a combined Franco-Germanic heritage, or Malaysia and Singapore, which fuse the cultures of Malays, Chinese people, and Indians, as well as in communities with high rates of deafness, like Martha's Vineyard, where historically most inhabitants spoke both Martha's Vineyard Sign Language and English, or southern Israel, where locals tend to speak both Al-Sayyid Bedouin Sign Language and Arabic or Hebrew. Ambilingualism also can manifest in specific regions of larger states that have both a dominant state language (be it de jure or de facto) and a protected minority language that is limited in terms of the distribution of speakers within the country. This tendency is especially pronounced when, even though the local language is widely spoken, there is a reasonable assumption that all citizens speak the predominant state tongue (e.g., English in Quebec vs. all of Canada; Spanish in Catalonia vs. all of Spain). This phenomenon can also occur in border regions with many cross-border contacts.

Bipart-lingualism: if more than one language can be heard in a small area, but the large majority of speakers are monolinguals, who have little contact with speakers from neighboring ethnic groups, an area is called 'bipart-lingual'. An example of this is the Balkans.

Note that the terms given above all refer to situations describing only two languages. In cases of an unspecified number of languages, the terms polyglossia, omnilingualism, and multipart-lingualism are more appropriate.

Taxell's paradox refers to the notion that monolingual solutions are essential to the realization of functional bilingualism, with multilingual solutions ultimately leading to monolingualism. The theory is based on the observation of the Swedish language in Finland in environments such as schools is subordinated to the majority language Finnish for practical and social reasons, despite the positive characteristics associated with mutual language learning.

Whenever two people meet, negotiations take place. If they want to express solidarity and sympathy, they tend to seek common features in their behavior. If speakers wish to express distance towards or even dislike of the person they are speaking to, the reverse is true, and differences are sought. This mechanism also extends to language, as described by the communication accommodation theory.

Some multilingual people use code-switching, which involves swapping between languages. In many cases, code-switching allows speakers to participate in more than one cultural group or environment. Code-switching may also function as a strategy where proficiency is lacking. Such strategies are common if the vocabulary of one of the languages is not very elaborated for certain fields, or if the speakers have not developed proficiency in certain lexical domains, as in the case of immigrant languages.

This code-switching appears in many forms. If a speaker has a positive attitude towards both languages and towards code-switching, many switches can be found, even within the same sentence. If however, the speaker is reluctant to use code-switching, as in the case of a lack of proficiency, he might knowingly or unknowingly try to camouflage his attempt by converting elements of one language into elements of the other language through calquing. This results in speakers using terms like courrier noir (literally, mail that is black) in French, instead of the proper word for blackmail in French, chantage.

Sometimes pidgins develop. A pidgin is a fusion of two or more languages that is grammatically simplified but can be understood by native speakers of any of the original languages. Some pidgins develop into "real" creole languages (such as Papiamento in Curaçao or Singlish in Singapore), while others simply evolve into slangs or jargons (such as Helsinki slang, which remains more or less mutually intelligible with standard Finnish and Swedish). In other cases, prolonged influence of languages on each other may have the effect of changing one or both of them to the point a new, non-creole language is born. For example, many linguists believe that the Occitan language and the Catalan language were formed because a population speaking a single Occitano-Romance language was divided by the political spheres of influence of France and Spain, respectively. Yiddish is a complex blend of Middle High German with Hebrew and also has borrowings from Slavic languages.

Bilingual interaction can even take place without speakers switching between languages or fusing them together. In certain areas, it is not uncommon for speakers to use a different language within the same conversation. This phenomenon is found, amongst other places, in Scandinavia. Most speakers of Swedish, Norwegian and Danish can communicate with each other speaking their respective languages, while few can speak both (people used to these situations often adjust their language, avoiding words that are not found in the other language or that can be misunderstood). Using different languages is usually called non-convergent discourse, a term introduced by the Dutch linguist Reitze Jonkman. To a certain extent, this situation also exists between Dutch and Afrikaans, although everyday contact is fairly rare because of the distance between the two respective communities. Another example is the former state of Czechoslovakia, where two closely related and mutually intelligible languages ( Czech and Slovak) were in common use. Most Czechs and Slovaks understand both languages, although they would use only one of them (their respective mother tongue) when speaking. For example, in Czechoslovakia, it was common to hear two people talking on television each speaking a different language without any difficulty understanding each other. This bilingualism still exists nowadays, although it has started to deteriorate since Czechoslovakia split up.

Dual-language Hebrew and English keyboard

With emerging markets and expanding international cooperation, business users expect to be able to use software and applications in their own language. Multilingualisation (or "m17n", where "17" stands for 17 omitted letters) of computer systems can be considered part of a continuum between internationalization and localization:

A localized system has been adapted or converted for a particular locale (other than the one it was originally developed for), including the language of the user interface, input, and display, and features such as time/date display and currency; but each instance of the system only supports a single locale.

Multilingualised software supports multiple languages for display and input simultaneously, but generally has a single user interface language. Support for other locale features like time, date, number and currency formats may vary as the system tends towards full internationalization. Generally, a multilingual system is intended for use in a specific locale, whilst allowing for multilingual content.

An internationalized system is equipped for use in a range of locales, allowing for the co-existence of several languages and character sets in user interfaces and displays. In particular, a system may not be considered internationalized in the fullest sense unless the interface language is selectable by the user at runtime.

Translating the user interface is usually part of the software localization process, which also includes adaptations such as units and date conversion. Many software applications are available in several languages, ranging from a handful (the most spoken languages) to dozens for the most popular applications (such as office suites, web browsers, etc.). Due to the status of English in computing, software development nearly always uses it (but see also Non-English-based programming languages), so almost all commercial software is initially available in an English version, and multilingual versions, if any, may be produced as alternative options based on the English original.

The Multilingual App Toolkit (MAT) was first released in concert with the release of Windows 8 as a way to provide developers a set of free tooling that enabled adding languages to their apps with just a few clicks, in large part due to the integration of a free, unlimited license to both the Microsoft Translator machine translation service and the Microsoft Language Platform service, along with platform extensibility to enable anyone to add translation services into MAT. Microsoft engineers and inventors of MAT Jan A. Nelson and Camerum Lerum have continued to drive the development of the tools, working with third parties and standards bodies to ensure that broad availability of multilingual app development is provided. With the release of Windows 10, MAT is now delivering support for cross-platform development for Universal Windows Platform apps as well as for iOS and Android apps.

According to Hewitt (2008) entrepreneurs in London from Poland, China, and Turkey tend to use English for communication with customers, suppliers, and banks but their native languages for work tasks and other social purposes. Even in English-speaking countries, immigrants can often still use their mother tongue in the workplace thanks to the presence of other immigrants in that workplace who come from the same place. Kovacs (2004) describes this phenomenon in Australia with Finnish immigrants in the construction industry who spoke Finnish during working hours. Although foreign languages may be used in the workplace, English is still a key working skill.

Many Asian companies, due to increasing globalization, have recently been focusing more and more on their employees' English proficiency. Especially in South Korea since the 1990s, Asian companies have lately used different English language tests to evaluate job applicants, and the standards for these tests continue to be raised. Meanwhile, Japan ranks 53rd out of 100 countries in 2019 EF English Proficiency Index, amid calls for this to improve in time for the 2020 Tokyo Olympics.

Within multiracial countries such as Malaysia and Singapore, it is not unusual for one to speak two or more languages, albeit with varying degrees of fluency. Some are proficient in several Chinese varieties, given the linguistic diversity of the ethnic Chinese community in both countries.

In Africa, knowledge of English is important not only for multinational companies but also in the fields of engineering, chemistry, electricity and aeronautics. A study directed by Hill and van Zyl (2002) shows that in South Africa young black engineers used English most often for communication and documentation. However, Afrikaans and other local languages were also used to explain particular concepts to workers in order to ensure understanding and cooperation.

A Welsh Government video of an English medium school in Wales, where introducing a second language (Welsh) has boosted the exam results

Languages that are used in multiple countries include:

German in Germany, Austria, Switzerland, Liechtenstein, Luxembourg, and Belgium.

French in France, Belgium, Luxembourg, Monaco, Andorra, and Switzerland.

English in the United Kingdom, Ireland, and Malta.

Dutch in the Netherlands and Belgium.

Swedish in Sweden and Finland.

Italian in Italy, Switzerland, and Malta.

English is a commonly taught second language at schools, so it is also the most common choice for two speakers, whose native languages are different. However, some languages are so close to each other that it is generally more common when meeting to use their mother tongue rather than English. These language groups include:

Czech and Slovak: during Czechoslovak times, these were considered to be two different dialects of a common Czechoslovak language.

Serbian, Croatian, Bosnian and Montenegrin: standardized in the 19th century and throughout the existence of Yugoslavia, Croatian and Serbian were considered as Western and Eastern variants of a common, Serbo-Croatian language. After the breakup of Yugoslavia, each successor state proclaimed and codified its own official language. In sociolinguistics, however, these are still considered standardized varieties of one pluricentric language, all based on Shtokavian dialect, with the biggest distinction being between the Ekavian and Ijekavian pronunciation. Cyrillic and Latin writing scripts are official in Bosnian, Montenegrin and Serbian, while Latin is exclusively official in Croatian.

In multilingual countries such as Belgium (Dutch, French, and German), Finland (Finnish and Swedish), Switzerland (German, French, Italian, and Romansh), Luxembourg (Luxembourgish, French, and German), Spain (Spanish, Catalan, Basque, and Galician), and Malta (Maltese, English, and Italian), it is common to see people who have mastered two or even three of their country's chief languages.

Many minor Russian ethnic groups, such as Tatars, Bashkirs and others, are also multilingual. Moreover, with the beginning of the compulsory study of the Tatar language in Tatarstan, there has been an increase in knowledge of Tatar among the natively Russian-speaking population of the republic.

Continued global diversity has led to an increasingly multilingual population. Europe has become an excellent model to observe this newly diversified culture. The expansion of the European Union with its open labour market has provided opportunities both for well-trained professionals and unskilled workers to move to new countries to seek employment. Political changes and turmoil have also led to migration and the creation of new and more complex multilingual workplaces. In most wealthy and secure countries, immigrants are found mostly in low-paid jobs but also, increasingly, in high-status positions.

It is extremely common for music to be written in whatever the contemporary lingua franca is. If a song is not written in a common tongue, then it is usually written in whatever is the predominant language in the musician's country of origin, or in another widely recognized language, such as English, German, Spanish, or French.

The bilingual song cycles "there..." and "Sing, Poetry" on the 2011 contemporary classical album consist of musical settings of Russian poems with their English self-translation by Joseph Brodsky and Vladimir Nabokov, respectively.

Songs with lyrics in multiple languages are known as macaronic verse.

Multilingual stories, essays, and novels are often written by immigrants and second generation American authors. Chicana author Gloria E. Anzaldúa, a major figure in the fields Third World Feminism, Postcolonial Feminism, and Latino philosophy explained the author's existential sense of obligation to write multilingual literature. An often quoted passage, from her collection of stories and essays entitled Borderlands/La Frontera: The New Mestiza, states:

"Until I am free to write bilingually and to switch codes without having always to translate, while I still have to speak English or Spanish when I would rather speak Spanglish, and as long as I have to accommodate the English speakers rather than having them accommodate me, my tongue will be illegitimate. I will no longer be made to feel ashamed of existing. I will have my voice: Indian, Spanish, white. I will have my serpent's tongue - my woman's voice, my sexual voice, my poet's voice. I will overcome the tradition of silence".

Multilingual novels by Chimamanda Ngozi Adichie display phrases in Igbo with translations, as in her early works Purple Hibiscus and Half of a Yellow Sun. However, in her later novel Americanah, the author does not offer translations of non-English passages. The House on Mango Street by Sandra Cisneros is an example of Chicano literature that leaves Spanish words and phrases untranslated (though italicized) throughout the text.

American novelists who use foreign languages (outside of their own cultural heritage) for literary effect include Cormac McCarthy, who uses untranslated Spanish and Spanglish in his fiction.

This section needs expansion. You can help by adding to it.

Multilingual poetry is prevalent in the United States' Latino literature, where code-switching and translanguaging between English, Spanish, and Spanglish is common within a single poem or throughout a book of poems. Latino poetry is also written in Portuguese and can include phrases in Nahuatl, Mayan, Huichol, Arawakan, and other indigenous languages related to the Latino experience. Contemporary multilingual Latino American poets include Giannina Braschi, Ana Castillo, Sandra Cisneros, and Guillermo Gómez-Peña.

The 2021 Indian documentary film Dreaming of Words traces the life and work of Njattyela Sreedharan, a fourth standard drop-out, who compiled a multilingual dictionary connecting four major Dravidian languages: Malayalam, Kannada, Tamil and Telugu. Travelling across four states and doing extensive research, he spent twenty five years making this multilingual dictionary.

Valore, Paolo (2011). Multilingualism: language, power, and knowledge. Pisa: Edistudio. ISBN 978-88-7036-809-3. OCLC 863307786., (in English and Italian).

Bhatia, Tej; Ritchie, William C. (2004). The Handbook of Bilingualism. Oxford: Blackwell Publishing. ISBN 978-0-631-22735-9.

Bialystok, Ellen (March 2017). "The bilingual adaptation: How minds accommodate experience". Psychological Bulletin. 143 (3): 233-262. doi:10.1037/bul0000099. PMC . PMID 28230411.

Burck, Charlotte (2007). Multilingual Living. Basingstoke: Palgrave Macmillan. ISBN 978-0-230-55433-7.

Jared Diamond, The World until Yesterday: What Can We Learn from Traditional Societies? (especially chapter ten: "Speaking in many tongues"), Penguin Books, 2012 (ISBN 978-0-141-02448-6).

Komorowska, Hanna (2011). Issues in Promoting Multilingualism. Teaching - Learning - Assessment. Warsaw: Foundation for the Development of the Education System. ISBN 978-83-62634-19-4.

Christina Korkman (1995), Tvåspråkighet och skriftlig framställning : en undersökning av tvåspråkiga elevers uppsatser i den finlandssvenska grundskolan / Christina Korkman, Skrifter utgivna av Svenska litteratursällskapet i Finland (in Swedish), Helsinki: Society of Swedish Literature in Finland, ISSN 0039-6842, Wikidata Q113529945

Kramsch, Claire (3 June 2011). "Are You Another Person When You Speak Another Language?". Berkeley Language Center.

Catharina Lojander-Visapää (2001), Med rätt att välja : språkval och språkstrategier i språkligt blandade hushåll i Helsingfors / Catharina Lojander- Visapää, Skrifter utgivna av Svenska litteratursällskapet i Finland (in Swedish), Helsinki: Society of Swedish Literature in Finland, ISSN 0039-6842, Wikidata Q113529982

Romaine, Suzanne (1995). Bilingualism. Oxford: Blackwell. ISBN 978-0-631-19539-9.

Baker, Colin; Prys, Sylvia (1998). Encyclopedia of Bilingualism and Bilingual Education. Multilingual Matters. ISBN 978-1853593628.

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Multilingualism is the use of more than one language, either by an individual speaker or by a group of speakers. It is believed that multilingual speakers outnumber monolingual speakers in the world's population. More than half of all Europeans claim to speak at least one language other than their mother tongue; but many read and write in one language.

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Bilingual Education Act (BEA), U.S. legislation (January 2, 1968) that provided federal grants to school districts for the purpose of establishing educational programs for children with limited English-speaking ability. It was the first time that the U.S. government officially acknowledged that these students need specialized instruction. The Bilingual Education Act (BEA) was an amendment to the Elementary and Secondary Education Act of 1965.

Beginning in the late 19th century, millions of immigrants entered the United States, and many could not speak English. Some state governments pushed for assimilation, requiring non-English-speaking adults to take English-language classes. Children went to public schools, where they were totally immersed in the English language and often punished for speaking their native language. California and Texas established segregated public schools to accommodate the increase in Spanish-speaking children from Mexico. These schools concentrated on teaching English, but they had less funding than the schools for white non-Latino children and thus had inferior resources and underqualified teachers. Under these conditions many immigrant children dropped out or received an education that limited job opportunities.

In the ensuing years there were sporadic efforts to end school segregation, and these intensified in 1946 after a federal court ruled in that the segregation of Mexican American students in California schools was unlawful. More lawsuits followed, culminating in the landmark 1954 Brown v. Board of Education case, in which the U.S. Supreme Court found that racial segregation in schools was unconstitutional. This decision helped guide future educational policies toward equal opportunity. The civil rights movement and passage of the Civil Rights Act of 1964-intending to end discrimination based on race, colour, religion, or national origin-also furthered equality in education.

Despite these developments, language difficulties continued to hamper the education of many Spanish-speaking students. In 1967 U.S. Sen. Ralph Yarborough of Texas introduced a bill to help school districts educate students with limited English-speaking ability. This was a particularly important issue in Texas and other southwestern states, which were experiencing an increase in Mexican immigration. The bill recommended bilingual education-including Spanish and other native languages-and funding was designated for developing programs, training staff, and obtaining educational resources. In 1968 U.S. Pres. Lyndon B. Johnson signed the BEA into law.

Over the years, the BEA underwent various revisions to meet the needs of students, parents, and teachers. For example, when first conceived, the act favoured school districts with high percentages of students from low-income families. Funding was later broadened to include students from a wider range of economic groups. The grants were also expanded to include more options for their use, such as for technical assistance and for the establishment of special training programs.

In January 2002 U.S. Pres. George W. Bush signed into law the No Child Left Behind (NCLB) Act. It sought to improve public primary and secondary schools and, thus, student performance via increased accountability for schools, school districts, and states. For example, states were required to administer yearly tests in reading and mathematics to public school students and to demonstrate adequate progress toward raising the scores of all students. (In 2015 U.S. Pres. Barack Obama signed into law the Every Student Succeeds Act, which modified NCLB.) Under NCLB the BEA became the English Language Acquisition, Language Enhancement, and Academic Achievement Act.

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Bilingual Education Act | Definition, 1968, Summary, & Facts

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Bilingual Education Act, U.S. legislation (1968) that offered federal grants to school districts for the purpose of creating educational programs for students with limited English-speaking ability. It was the first time that the U.S. government officially acknowledged that such students need specialized instruction.

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Bilingual Children: A Guide for Parents | Enbook

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Are you raising your child bilingually, or planning to do so in the future, but are unsure how to proceed? Using a question-and-answer format, this practical and reassuring guide will enable readers to make informed decisions about how to raise their chil

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Life as a Bilingual: Knowing and Using Two or More Languages | Enbook

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About half the world’s population knows and uses two or more languages in everyday life, and an increasing number of parents are raising their children bilingual. This book covers topics such as the extent of bilingualism, how someone becomes bilingual, t

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Foundations of Bilingual Education and Bilingualism | Enbook

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The seventh edition of this bestselling textbook has been extensively revised and updated to provide a comprehensive and accessible introduction to bilingualism and bilingual education in an everchanging world. Written in a compact and clear style, the bo

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Fénymásolható, illetve interaktív táblás feladatokat tartalmazó gyűjtemény, a Delta Publishing Kiadótól.

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Keres egy könyvet CLIL től: Do Coyle? Vásárolja meg egy elismert boltban kedvező áron. Átvételi pontok Csehország egész területén 30 napos visszatérítéssel!

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Uncovering Clil - Oxford Corner Könyvesbolt / Wargame Corner

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Uncovering Clil, Uncovering CLIL is a practical and informative handbook which will be of use to teachers of all levels of experience. It examines language and

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The 21st Century CLIL Resource Pack | Libristo - Magyarország

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Keres egy könyvet The 21st Century CLIL Resource Pack? Vásárolja meg egy elismert boltban kedvező áron. Átvételi pontok Csehország egész területén 30 napos visszatérítéssel!

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Kis keresgéléssel, idő ráfordítással lehet csak átlátni, lehetne rendezettebb.

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Nagyon nehezen lehet átlátni, sok idő és energia mire az ember megtalál benne valamit.

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A humor fül alatti csempék mennyire tetszettek neked?

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Eléggé, többnyire viccesnek találtam őket.

# data[].attributes.wish_content.attachment_props.poll_choices[].choice_text
Közepesen, volt olyan amelyiket viccesnek találtam.

# data[].attributes.wish_content.attachment_props.poll_choices[].choice_text
Egyáltalán nem, egyiket sem találtam viccesnek.

# data[].attributes.wish_content.attachment_props.question
Mennyi új információval szolgált számodra a padlet?

# data[].attributes.wish_content.attachment_props.poll_choices[].choice_text
Szinte minden új volt, nem hallottam még ezekről a dolgokról.

# data[].attributes.wish_content.attachment_props.poll_choices[].choice_text
Többnyire új volt, de már hallottam ezekről a dolgokról.

# data[].attributes.wish_content.attachment_props.poll_choices[].choice_text
Kevés új információt kaptam, jártas vagyok ebben a témában.

# data[].attributes.wish_content.attachment_props.poll_choices[].choice_text
Semmilyen új információt nem kaptam a padlettől, szakértője vagyok ezeknek a témáknak.

# data[].attributes.wish_content.attachment_props.question
A padleten szereplő információk mennyire voltak koherensek?

# data[].attributes.wish_content.attachment_props.poll_choices[].choice_text
Semmilyen ellentmondást nem találtam a padlet tanulmányozása során.

# data[].attributes.wish_content.attachment_props.poll_choices[].choice_text
Nagyon kevés ellentmondást találtam a padleten szereplő különböző hivatkozások között. 

# data[].attributes.wish_content.attachment_props.poll_choices[].choice_text
Sok ellentmondást találtam a padleten szereplő különböző hivatkozások között. 

# data[].attributes.wish_content.attachment_props.poll_choices[].choice_text
Nagyon sok ellentmondást találtam a padleten szereplő különböző hivatkozások között.