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european centre for modern languages (ecml)

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centre européen pour les langues vivantes (celv)

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European Framework for CLIL teacher education

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The European Framework for CLILTeacher Education provides a set of principles and ideas for designing curricula for professional teacher development in the area of content and language integrated learning (CLIL). Additionally, the framework serves as a tool for reflection.

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Home / EFL / Level 2: Tom at the Harbour CLIL

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Pearson English Kids Readers bring the joy of reading to young learners of English. Children will love discovering the range stories and topics in this series - adventures, fairy tales, popular characters, the world around us. With more than 70 titles across 6 language levels, there is a book to suit every young reader. Find out more at english.com/readers

ISBN 13: 9781408288276

Author: Dr Barbara Ingham

Author(s)

Dr Barbara Ingham

Format

Paperback / softback

ISBN 13

9781408288276

Pages

16

ISBN 10

1408288273

Publisher

Pearson ELT

Publication Date

07-03-2013

Dewey

428.64

Categories

EFL, Readers, Young Learners/Primary

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Level 2: Tom at the Harbour CLIL | Heath Educational Books

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Pearson English Kids Readers bring the joy of reading to young learners of English. Children will love discovering the range stories and topics in this series

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Geography in English 2 - a CLIL approach for beginners - CEFR A2 | Libristo - Magyarország

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Keres egy könyvet Geography in English 2 - a CLIL approach for beginners - CEFR A2 től: Mr Antonio D’Apuzzo? Vásárolja meg egy elismert boltban kedvező áron. Átvételi pontok Csehország egész területén 30 napos visszatérítéssel!

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HANDBOOK ON CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)

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HANDBOOK ON CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)

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Scegli da un catalogo oltre un migliaio di libri: adozioni scolastiche dalla primaria alla secondaria di secondo grado, di narrativa, libri INVALSI e molto altro. Tutti i contenuti sono utilizzabili con app bSmart (bsmart.it).

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Introduction

Part I. Multilingualism and Multilingual Education

Chapter 1. Multilingualism

Chapter 2. Multilingual Education

Part II. Multilingualism in Higher Education

Chapter 3. The Socio-political Context

Chapter 4. The Language Component

Chapter 5. The Pedagogical Component

Chapter 6. The Human Factor

Part III. Towards a Multilingual Higher Education Institution: The Case of Universitat Jaume I

Chapter 7. Description of the Study

Chapter 8. Background and Context of Universitat Jaume I

Chapter 9. Proposals for a Multilingual Language Policy

Part IV: Conclusions

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This book offers a unique view of multilingualism by presenting a contextualised case of a multilingual language policy which takes the Content and Language Integrated Learning (CLIL) approach. The volume opens with a general overview of multilingualism and multilingual education before focusing on the specific case study.

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Millones de libros en todos los idiomas. Tenemos convenio con distribuidoras de libros de varios paises. Hacemos envíos GRATIS a todo el mundo a través de Fedex, DHL y USPS. Si quiere un libro y no lo encuentra nosotros lo buscamos. Somos especialistas en conseguir libros difíciles.

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Do Coyle, Oliver Meyer and Susanne Staschen-Dielmann

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If education is to prepare learners for lifelong learning, there needs to be a shift towards deeper learning: a focus on transferable knowledge and problem-solving skills alongside the development of a positive or growth mind-set. Deeper learning is inextricably linked with CLIL (Content and…

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CLIL mit LAPBOOK – Geografie – 3. Klasse - Erickson international

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The Challenges of Content Acquisition in a CLIL Course

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The book deals with content acquisition in a Content and Language Integrated Learning based chemistry course. It confirms that all the attempts of introducing CLIL should be valued. The thesis is relevant in the context of up-to-date research in theory of language education.

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CLIL (Content and Language Integrated Learning) has attracted great interest in recent years, especially in Europe but increasingly more widely in the world. This book provides practical, classroom-tested activities that can be used when teaching any subject.

How can it be used?
As a teacher resource, but can also be used as in a training programme.

Who is it for? teachers, teachers in training, teacher trainers, lecturers

Key features

* Over 60 activities, each using a demo subject, which can be adapted to suit a variety of subjects and circumstances.

* Ideas to support the subject text book and reduce the language obstacle for teachers and learners.

* Appendix of classroom language for non-native speaker teachers.

The popular RESOURCE BOOKS FOR TEACHERS series gives teachers practical advice and guidance, along with resource ideas and materials for the classroom. The tasks and activities are clearly presented, and offer teachers the information they need about level, time, preparation, materials, classroom management, monitoring, and follow-up activities. Each book offers up to 100 ideas, as well as variations that encourage teachers to adapt the activities to suite their individual classrooms.

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Resource Books for Teachers: Teaching Other Subjects Through English (CLIL)

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CLIL (Content and Language Integrated Learning) has attracted great interest in recent years, especially in Europe but increasingly more widely in the world. This book provides practical, classroom-tested activities that can be used when teaching any

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Applied Linguistics Perspectives on CLIL

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This book represents the first collection of studies on Content and Language Integrated Learning (CLIL) which brings together a range of perspectives through which CLIL has been investigated within Applied Linguistics.

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The growing interest in the problems of integrated foreign language teaching and professional disciplines is manifested in the formulation of new concepts and approaches, which at the moment are controversial. The lack of a common conceptual framework of integrated education in the system of higher professional education in different countries manifests itself in the attempts of researchers to either completely eliminate the achievements of their colleagues in this area or, without any scientific and practical justification, mechanically transfer foreign experiences in their conditions. Examining Content and Language Integrated Learning (CLIL) Theories and Practices is a cutting-edge research publication that investigates the different approaches and models of progressive technology within linguodidactics and the methodologies for teaching foreign languages. Highlighting a range of topics such as blended learning, cognition, and professional discourse, this book is essential for language teachers, linguists, curriculum developers, instructional designers, deans, researchers, practitioners, administrators, educators, academicians, and students.

Examining Content and Language Integrated Learning (CLIL) Theories and Practices (Paperback)

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Starter: CLIL Activity book for beginners: Geography,... | Book | condition good | eBay

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Starter: CLIL Activity book for beginners: Geography, History, Sciences by Hoffmann, Reinhard | Book | condition good. We try to assess the exact condition of the goods as objectively as possible. Action & Adventure.

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This book presents critical accounts of Content and Language Integrated Learning (CLIL) approaches in diverse educational settings.

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Investigating Content and Language Integrated Learning

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This book provides a unique longitudinal account of content and language integrated learning (CLIL). Giving voice to both learners and teachers, it offers insights into language learning outcomes, learner motivation among CLIL and non-CLIL students, effects of extramural exposure to English, issues in relation to assessment in CLIL and much more.

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CLIL history geography art. Con e-book. Con espansione online

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CLIL history geography art. Con e-book. Con espansione online è un libro scritto da Annalisa Carraglia pubblicato da Pearson - Libraccio.it

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ISBN: 9783838217154

310 Pages

Format: Paperback

List Price: $40.00

This book is directed at both researchers and teachers with an interest to establish a multilingual and cosmopolitan culture within classrooms; it contributes to research in Content and Language Integrated Learning (CLIL) on multiple levels. The theoretical part sketches a conceptual framework with a competence model for the promotion of global discourse competence as the center of gravity for multilingual CLIL in the social sciences. Along the leitmotif of climate change, the construction of 'cosmopolitan classroom glocalities' for supporting learners' 21st century skills is suggested.

Besides defending design-based action research as a research method for bridging the gap between theory and practice, two empirical contributions from a German 10th grade CLIL classroom with English as target language make the preceding theoretical framework tangible. One chapter deals with more language-related issues, whereas the subsequent chapter takes a subject turn. At first, a comprehensive model for multilingual CLIL is presented. It builds on the novel concept of translanguaging, adapted to 'trans-foreign-languaging' for facilitating multilingualism as a daily norm. Thereafter, the model's effect on political judgments is investigated. This chapter concludes in proposing the genesis of a 'perfect equilibrium of emotional and rational learning' for promoting empathy, solidarity, and justice within a democratic and transnational civil society.

A passionate plea for extending the theoretical and methodological foundations of Content and Language Integrated Learning (CLIL) in the Social Sciences. Frank Schulze-Engler, Dean of the Faculty of Modern Languages, Goethe University Frankfurt am Main

A scholarly work that combines many perspectives and in which, quite incidentally, many personal things are shared by a passionate, global citizen. Stephanie Frisch, Professor of Teaching English as a Foreign Language, University of Wuppertal

Written by a true reflective practitioner-a book full of inspiration for all educators interested in the connections between languages and social studies education. Learners perceive themselves as more focused when content is presented in multiple languages, and they see the multilingual approach as contributing to more global thinking and reasoning. Tilman Grammes, Professor of Social Science Education, University of Hamburg

Competences to construct and participate in transnational political discourse is a sine qua non for the viability of democratic action across and beyond national borders. Nijhawan's book demonstrates the power of Content and Language Integrated Learning (CLIL) for developing these competences. The case studies reveal the emancipatory potential of a globally oriented school education. Julian Culp, Assistant Professor of Philosophy, The American University of Paris

A great piece of academic research with high practical relevance. Karim Touati, Teacher of Politics & Economics, Frankfurt am Main

About the Author

Dr Subin Nijhawan studied English Language Teaching, Social Science Education, International Studies, Politics, Mass Media Studies, and Law in Berlin, London, New York, and Frankfurt am Main. Since 2016, he is Research Associate with the Department of English and American Studies at Goethe University in Frankfurt am Main, Germany.

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Multilingual Content and Language Integrated Learning (CLIL) in the Social Sciences | Columbia University Press

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This book is directed at both researchers and teachers with an interest to establish a multilingual and cosmopolitan culture within classrooms; it contribute... | CUP

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Discourse in Content and Language Integrated Learning (CLIL) Classrooms

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Issue of Language Learning & Language Teaching

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Molly Harrington (Author) Format: Kindle Edition

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What is CLIL?: An Introduction for New Teachers (What is...? Books for New Teachers)

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What is CLIL?: An Introduction for New Teachers (What is...? Books for New Teachers) eBook : Harrington, Molly: Amazon.co.uk: Kindle Store

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Global CLIL: Critical, Ethnographic and Language Policy Perspectives

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This collection turns a critical lens on Content and Language Integrated Learning (CLIL) research, making the case for a sociolinguistic-informed approach towards investigating social inequalities and making visible issues, processes and actors overlooked in CLIL research.
The volume seeks to expand the borders of existing CLIL scholarship through situated ethnographic perspectives, highlighting the value of a critical sociolinguistic perspective in illuminating the relationship between the

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General Books Teaching Other Subjects Through English (Clil) Christine Price

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Teaching Other Subjects Through English (Clil) - Merlin Library - Online Bookshop

# data[].attributes.attachment_link.description
CLIL (Content and Language Integrated Learning) has attracted great interest in recent years, especially in Europe but increasingly more widely in the world. This book provides practical, classroom-tested activities that can be used when teaching any subject.

# data[].attributes.attachment_link.title
Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts

# data[].attributes.attachment_link.description
This book will be of interest to a broad readership, regardless of whether they have a background in sociolinguistics, functional linguistics or genre theories. It presents an accessible “meta-languag

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CLIL Essentials for Secondary School Teachers: The Cambridge Teacher Series - Peeter Mehisto, Y. L. Teresa Ting - 9781108400848 - Book | Kriso.ee

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CLIL Essentials for Secondary School Teachers: The Cambridge Teacher Series - Peeter Mehisto, Y. L. Teresa Ting - ISBN: 9781108400848. CLIL Essentials for Secondary School Teachers outlines the driving principles of CLIL from both the content and language teachers perspectives. It offers a substantial bank of scaffolding techniques to help improve student learning of both content and language. The book provides numerous practical…

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Soft CLIL and English Language Teaching: Understanding Japanese Policy, Practice and Implications a book by Makoto (Sophia University, Japan) Ikeda, Shinichi (Sophia University, Japan) Izumi, Yoshinori (Sophia University, Japan) Watanabe, et al.

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Content and Language Integrated Learning (CLIL) is a transformative and powerful approach to language education and has had a significant impact on educational pedagogy in recent years. Despite burgeoning literature on the efficacy and implementation of CLIL, there remains a gap between CLIL and English Language Teaching (ELT). Many practitioners wonder how they can ‘do CLIL’ if their main classes are focused on English as a Foreign Language (EFL). This volume addresses these concerns by examining the experiences of various CLIL practitioners in the EFL context of Japan. Chapters outline the CLIL methodology, the differences in ‘hard CLIL’ (subject led) and ‘soft CLIL’ (language-oriented) before focusing on the EFL interpretations of soft-CLIL. Although the distinction of hard CLIL and soft CLIL has been mentioned in several publications, this is the first book-length exploration of this issue, featuring chapters examining expectations, challenges, material support, implementation, and even motivation in CLIL classrooms. All of this culminates in a review of the potential and future of CLIL in EFL contexts, paving the way for more widespread and well informed implementation of CLIL all over the world.

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Handbook of CLIL in Pre-primary Education

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This handbook covers the present state-of-the-art in Content and Language Integrated Learning of pre-primary age (3-6 years old).

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Macmillan Education Limited, part of Springer Nature

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A Deeper Learning Companion for CLIL: Putting Pluriliteracies Into Practice | Enbook

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Designed as a follow-up to Beyond CLIL, this volume offers step-by-step instruction for designing and implementing highly innovative tasks and materials for pluriliteracies development. It contains annotated deeper learning case studies across subjects, t

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

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The present book explores how modern board gaming and language teaching can be beneficially combined to achieve optimal impact. Modern board games have a lot to offer language learners and teachers, and they should play a much more significant role in what has been labelled “Content and Language Integrated Learning” or CLIL. Modern board games require cooperation, problem-solving, active discovery, interpretation and analysis. Most importantly, modern board games allow students to explore a hypothetical environment without the risk of language errors. The key ingredient of the present book is “game-based learning and teaching theory”, or GBLTT, a theoretical framework which measures learning outcomes based on gaming and learning procedures. GBLTT is focused on balancing information and gameplay as well as putting a focus on the ability of each learner to retain language competence and to put their subject to realistic situations.

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CLIL | This book gives a comprehensive overview of CLIL (Content and Language Integrated Learning). | Do Coyle, Philip Hood, David Marsh

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

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

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european centre for modern languages (ecml)

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centre européen pour les langues vivantes (celv)

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CLIL-LOTE-START - Content and language integrated learning for languages other than English - Getting started!

# data[].attributes.attachment_link.description
The publication provides insights into different forms and ways of putting into practice content and language integrated learning (CLIL) in primary and secondary education, pre- and in-service teacher education, as well as in the field of research and school development. It promotes the CLIL approach to a wider target public, beyond the area of specialists.

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european centre for modern languages (ecml)

# data[].attributes.attachment_link.keywords[]
centre européen pour les langues vivantes (celv)

# data[].attributes.attachment_link.title
European Framework for CLIL teacher education

# data[].attributes.attachment_link.description
The European Framework for CLILTeacher Education provides a set of principles and ideas for designing curricula for professional teacher development in the area of content and language integrated learning (CLIL). Additionally, the framework serves as a tool for reflection.

# data[].attributes.attachment_link.title
Next Station 1 - Students Book With Workbook & Clil

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Next Station is an exciting five-level course that packs realworld aspects into meaningful tasks and language activities.Students are guided through fun-filled lessons to explore the world on a truly global journey, making it the perfect connectionbetween content and language. Teachers and students will be thrilled to go to the Next Station!Five STEAM sections with maker-inspired, hands-on challenging projects.A phonics program in every unit levels 1 to 4.A world map and map stickers to connect the visited countries and their geographic location.The Next Station Passport for students to complete a self-assessment chart and stamp the countries theyve visited with stickers.Digital Students Book with 5 culture videos and 4-8 extra interactive activities in every unit.Teachers Book with access code to the Teachers Presentation Kit guidelines, suggestions, and answer key includes a mindfulness section with activity suggestions for each level.Teachers Presentation Kit page-faithful Digital Students Book with embedded answers and access to students interactive activities Extra Resources Tab with language file templates and a Test Generator.

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Synopsis

A series of workbooks offering integrated content and language support for specific subjects. Breakthrough to CLIL for Physics, Age 14+ helps ESL/EAL students get the most out of their studies when learning subjects through the medium of English. The workbook contains exercises set within the context of core topics to consolidate understanding, embedding practice in aspects of language central to the subject in question. It is designed to support any Physics curriculum for students aged 14-16, including UK GCSE, Cambridge IGCSE and IB MYP. The book should be used alongside a core textbook as well as classroom instruction, and may be used within the classroom or as a self-study or homework resource.

"synopsis" may belong to another edition of this title.

Book Description

Breakthrough to CLIL for Physics, Age 14+ helps ESL/EAL students get the most out of their studies when learning subjects through the medium of English. The workbook contains exercises set within the context of core topics to consolidate understanding, embedding practice in aspects of language central to the subject in question. It is designed to support any Physics curriculum for students aged 14-16, including UK GCSE, Cambridge IGCSE and IB MYP. The book should be used alongside a core textbook as well as classroom instruction, and may be used within the classroom or as a self-study or homework resource.

"About this title" may belong to another edition of this title.

Publisher Cambridge University Press

Publication date

ISBN 10 1107680859

ISBN 13 9781107680852

BindingPaperback

Number of pages120

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Breakthrough to CLIL for Physics Age 14+ Workbook - Sang, David; Chadwick, Timothy: 9781107680852 - AbeBooks

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Low prices on new and used copies of books. 30 days return policy - A series of workbooks offering integrated content and language support for specific subjects. Breakthrough to CLIL for Physics, Age 14+ helps ESL/EAL students get the most out of their studies when learning subjects through the medium of English.

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PK1 Where I Live (CLIL) (American English) | Heath Educational Books

# data[].attributes.attachment_link.description
Pearson English Kids Readers bring the joy of reading to young learners of English. Children will love discovering the range stories and topics in this series

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World Around is a culture course packed with topical facts, key issues and information from the English-speaking world, plus innovative illustrated…

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Clil Readers Primary - Explore Our World | Express Publishing

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Clil Readers Primary - Explore Our World | Express Publishing

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1. HOME

2. BOOKS

3. NON FICTION

4. EDUCATION & REFERENCE

5. LANGUAGES & ESOL

6. ESOL

7. Level 1: Katie Grows a Bean CLIL AmE

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All Payment Cards accepted

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Pearson English Kids Readers bring the joy of reading to young learners of English. Children will love discovering the range stories and topics in this series - adventures, fairy tales, popular characters, the world around us. With more than 70 titles across 6 language levels, there is a book to suit every young reader.

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Hashtag English 1 Jumbo Pack (Pupil’s Book, Activity Book with digibook, GRAMMAR BOOK with digibook, Companion, CLIL reader the world of art – The G C School eshop

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Author(s): Jenny Dooley Publisher: Express Publishing

# data[].attributes.attachment_link.title
CLIL mit LAPBOOK – Geografie – 5. Klasse - Erickson international

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Description

A series of workbooks offering integrated content and language support for specific subjects. Breakthrough to CLIL for Chemistry, Age 14+ helps ESL/EAL students get the most out of their studies when learning subjects through the medium of English. The workbook contains exercises set within the context of core topics to consolidate understanding, embedding practice in aspects of language central to the subject in question. It is designed to support any Chemistry curriculum for students aged 14-16, including UK GCSE, Cambridge IGCSE(R) and IB MYP. The book should be used alongside a core textbook and may be used within the classroom or as a self-study or homework resource.

# data[].attributes.attachment_link.title
Breakthrough to CLIL for Chemistry Age 14+ Workbook (Paperback)

# data[].attributes.attachment_link.description
A series of workbooks offering integrated content and language support for specific subjects. Breakthrough to CLIL for Chemistry, Age 14+ helps ESL/EAL students get the most out of their studies when learning subjects through the medium of English.

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Oxford CLIL History 4th ESO. Pack Student’s Book + CD

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Oxford CLIL History 4th ESO. Pack Student’s Book + CD [Beatriz Vidal Ferrero] on Amazon.com. *FREE* shipping on qualifying offers. Oxford CLIL History 4th ESO. Pack Student’s Book + CD

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CLIL 3: The 7 Preserved Wonders of the World. Book + DigiBooks App

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CLIL 3: The 7 Preserved Wonders of the World. Book + DigiBooks App - CLIL Readers 3: The 7 Preserved Wonders of the World SB + DigiBooks App

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Pathway to Literature CLIL Pathway to Literature is a literature course designed to accompany our primary series.

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My Little CLIL World. A Discovery Book - Ed Oxford

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Your jump-start to bilingualism Children’s questions about the world lay at the heart of My Little CLIL World, sparking students’ curiosity and making every project unique.

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Milan Teachers Meeting

Tuesday 24th March, 2009

Science and Geography - Why not in English?

Gisella Lange asked me to prepare a talk on the theme of teaching Science and Geography through English.

One of the reasons for this is the recent publication of the two vocabulary practice books and CDs from Macmillan, but also because these two subjects tend to be the most popular taught through the medium of English.

Amazing architecture for public buildings, our venue the Instituto Technico Carlo Cattaneo

I'd like to say special thanks to Gisella Lange for the opportunity to come and meet such a wonderful group of enthusiastic and interested colleagues. I have to say that Gisella's network of trainers, teachers and schools is very well connected. They seem to be well informed, well in tune with what is going on and demanding to know more!

Colleagues arriving for the two-hour talk. We had a number of dignitaries from the local ELT world in the audience too!

It was quite amazing to have over 70 teachers turn up for the interactive talk on the subject. All the more so because the Milan YLS SIG conference was running at the same time.

Gisella Lange opening the proceedings.

Gisella gets us started and announces the freebies provided by Macmillan for the event. Many thanks to Macmillan. Not least for the free subscription to the Onestopclil website which roused interest.

For me it really is a question of 'Why not?' You may be justified in asking 'who on earth do you think you are?' Well, I'm just convinced of the value of teaching the curriculum through the medium of a foreign language. You could change the title for me to say 'why in a foreign language?' I'd be delighted to be involved in French, German, Russian, Spanish, Bulgarian, or whatever language is the medium of instruction. It's all good if you ask me.

There is a link to the PPT (it is 8mb) at the foot of this page.

I always think of my own school when I think of the value of working through English. Students from the EDS Plovdiv graduate extremely fluent in foreign languages.

We have to make some assumptions if we're going to teach Science and Geography through English.

Aspects of aural input in Science and Geography

Example topic for aural input

Using visuals to guide listening

Similarly we can use diagrammatical organizers to guide reading

example of Venn diagram for guiding reading

It's useful for teachers to 'see' structure in texts

This helps in task design

aspects of oral production in Science and Geography

aspects of written production in Science and Geography

Let's not forget Vocabulary

Simple conclusions, like the assumptions at the beginning

Some of the wonderful areas of content up for grabs

I always invite colleagues to keep in touch with me post events. I feel that here my invitation actually got through and that a number of colleagues will be in touch. I may even be able to get a return visit (will take my family with me!) to Milan and the region.

Carlo Cattaneo, Italian philosopher, writer and patriot

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Milan Teachers Meeting Tuesday 24th March, 2009 Science and Geography - Why not in English? Gisella Lange asked me to prepare a talk on the theme of teaching Science and Geography through English.

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CLIL with LAPBOOK – SCIENCE – Third Grade - Erickson international

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Gina D.B. Clemen Cross-curricular texts and activities Going for CLIL (Content and Language Integrated Learning) is designed for young teenagers at elementary level (CEFR A1-A2).Going for CLIL can be used in the language classroom as a supplement to a coursebook of the same level, or at suitable moments in the academic subject classroom. Offering a selection of cross-curricular texts and activities, Going for CLIL is divided into three graded sections (A1, A1-A2, A2). Each section presents a wide choice of texts taken from three academic subjects:• Geography• History• ScienceTopics have been selected according to the interests of students at this age, and to the syllabus of the academic subjects for the corresponding years. Students are therefore motivated by the possibility of using their English outside of the language classroom, in other disciplinary contexts.Consequently, they will not only gain knowledge of specific lexis, but they will also acquire confidence and key study-skills to approach future academic studies in English. Features:• 18 full-colour units, each dealing with one topic of the content subjects: Geography, History, Science• Clear and simple language, supported by illustrations, photographs, graphs etc.• Activities including extensive comprehension work to aid understanding, and to explore the topic in more detail• Numerous Internet Projects to encourage students to explore the topics further • Glossary section to explain the meaning of difficult words• Audio CD with the recording of the texts and some additional listening activities• Downloadable answer key from our website

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BlinkLearning’s online shop for digital books. Find coursebooks, readers and language books in digital format from the best publishers.

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Your Body - Oxford Read and Discover Level 2 | Gyerekkönyv forgalmazás - Gyerekkönyvbolt | Gyerekkönyv forgalmazás - Gyerekkönyvbolt

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

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Cambridge English Compact First for Schools - Second Edition - Teacher’s Book | Gyerekkönyv forgalmazás - Gyerekkönyvbolt | Gyerekkönyv forgalmazás - Gyerekkönyvbolt

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

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Incredible English 2nd Edition Level 2 Activity Book | Gyerekkönyv forgalmazás - Gyerekkönyvbolt | Gyerekkönyv forgalmazás - Gyerekkönyvbolt

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

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My Little Island 1 Class Audio CD | Gyerekkönyv forgalmazás - Gyerekkönyvbolt | Gyerekkönyv forgalmazás - Gyerekkönyvbolt

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

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Gold Experience A2 Key for Schools Student's Book with DVD-Rom | Gyerekkönyv forgalmazás - Gyerekkönyvbolt | Gyerekkönyv forgalmazás - Gyerekkönyvbolt

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

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Incredible English 2nd Edition Level 3 Class Book | Gyerekkönyv forgalmazás - Gyerekkönyvbolt | Gyerekkönyv forgalmazás - Gyerekkönyvbolt

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

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Access 4 Workbook | Gyerekkönyv forgalmazás - Gyerekkönyvbolt | Gyerekkönyv forgalmazás - Gyerekkönyvbolt

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

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Mouse and Me! Levels 1-3 Teacher’s Resource Pack | Gyerekkönyv forgalmazás - Gyerekkönyvbolt | Gyerekkönyv forgalmazás - Gyerekkönyvbolt

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

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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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Milyen angolra van szüksége egy tanítónak a kétnyelvű osztályban? Nyelvi fejlesztés az angol-magyar kétnyelvű tanítói specializációs programon. | Gyermeknevelés Tudományos Folyóirat

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A cikk ismertető arról az ELTE TÓK angol–magyar kétnyelvűtanító-specializáción elvégzendő nyelvi előkészítő kurzusról, amelyik a CLIL-módszerrel való tanítás speciális nyelvi igényei szerint épül fel. Bemutatja, hogy a CLIL-specifikus nyelvi fejlesztési célokat milyen módszerekkel és feladattípusokkal valósítja meg a kurzus oktatója, majd vázolja, hogy a jövőben milyen, főleg online eszközökkel egészítené ki az előkészítő-szemináriumot.

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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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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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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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We meet all of your CLIL needs, with materials from Pre-Primary to Upper Secondary.

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I have attended the Workshop on Content and Language Integrated Learning (C.L.I.L.) Methodology conducted by expert C.L.I.L. teacher Dr Diana Hicks in Cambridge. The workshops included: brainstormi…

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Improving reading comprehension through designing CLIL materials - Cuestiones Educativas

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Edwin Armando Trujillo Amaya This article approaches on the benefits of improving reading comprehension through designing contextualized materials. It also includes some useful sequences based on Content and Language Integrated Learning (CLIL hereafter) that foster the development of abilities for understanding texts, deducing and inferring information; and, generate processes such […]

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Charles Vilina, co-author of the new Young Learners series, Oxford Discover, offers some practical tips on making the most of CLIL in the young learner classroom.
As a teacher of young learners, it's easy for me to see when my students are engaged in the lesson. I see it in their faces, in their posture, and in the way they inquire and respond. The class is almost vibrating with positive energy.
active, useful, meaningful, productive, experiential, challenging, rewarding, shared
What are the qualities of learning in such a classroom? Here are just a few suggestions:

Students who see value and purpose in their learning, who are challenged to think actively and to ask their own questions, are going to be engaged in the lesson. Take those qualities away, and students become bored and disenchanted.

Discovering the World

This brings us to the subject of content-based language education, which many teachers know as CLIL (Content and Language Integrated Learning). In a CLIL lesson, we open the windows of our classrooms and invite our amazing world inside. Students discover the world for themselves, using the tools of language in a meaningful way as they move through the lesson. As a result, language fluency is increased.

For our young learners, a successful CLIL lesson is meaningful, challenging, rewarding, and requires them to think deeply and learn actively.

Eight Points for Success

There are eight points to remember when incorporating CLIL into your young learners' classroom.

1. Introduce the world through many core subjects

Since our purpose as language teachers is to build fluency, students should be introduced to a wide variety of core subjects (in the areas of social studies, the sciences, the arts, and math) to build strong language skills. Each core subject has its own particular vocabulary, grammar, and approach to learning. Social language (BICS) and academic language (CALP) are used in these CLIL lessons, integrating and strengthening both.

2. Let students lead the way by asking their own questions

When we introduce a subject, students should first have the opportunity to discuss what they know and what they want to know about it. This inquiry-based approach to learning engages students from the start. Students are invited to discuss their prior knowledge and experience of a subject, making them feel that they are active participants in the learning process. When students then go on to wonder, to ask their own questions about the subject, they create a personal interest in finding the answers. This supports strong student engagement.

Questions might include, based on the subject matter:

Why do butterflies have four wings?
Why are there 365 days in a year?
Why are cities often built near rivers or lakes?

The teacher can contribute to this process by wondering, too. As the teacher also has questions, this changes student perception. They begin to look at their teacher as a partner in learning.

3. Present content through both fiction and non-fiction

Everything in our world is enriched when presented through fiction as well as facts. Our young learners need exposure to stories as well as to expository texts, giving them fresh examples of how knowledge can be presented. This builds literacy skills as well as knowledge.

Here is an example of providing both fictional and non-fictional content for students, taken from Oxford Discover. The core subject is natural science, and it poses the big question, Where are we in the universe?

In the first reading above, the subject is presented through a fictional poem about a little girl and her imaginary spacecraft. In the second reading, a science article presents information about our solar system. Through both readings, students approach learning in a unique way.

4. Match the content to the students' language ability

Be sure that the content you present is at a level of vocabulary and grammar that is comprehensible to your students. This means that the majority of the vocabulary and grammar in the readings has already been explicitly taught and learned in previous lessons.

However, every CLIL lesson will introduce additional vocabulary and grammar that are needed to understand the particular subject or topic. This additional vocabulary and grammar are taught explicitly, either before or after students are introduced to them in the readings. As students experience the new words and grammar through the context of the readings, their understanding increases.

5. Present content in an interesting and challenging way

The world is a fascinating place, but material is often presented in a dull way. Find content that triggers a child's natural spirit of curiosity. There should be a sense of wonder, exploration, and discovery within the words of the readings.

6. Allow students to organize the content in a meaningful way

Once students have discovered information about a subject, they should have an opportunity to demonstrate their knowledge. This can begin with comprehension activities, but it should soon move to higher order thinking tasks.

A successful CLIL lesson often uses graphic organizers such as time lines, Venn diagrams, mind maps, or charts (illustrating cause and effect, chain of events, etc.). Graphic organizers require students to analyze the information and make sense of it.

Here is an example of a graphic organizer used for the reading shown above about our solar system. It is a Venn diagram, asking students to compare and contrast Earth and the planet Venus.

By challenging students to think more deeply, you create a much more active and motivating learning experience for them.

7. Give students an opportunity to talk about what they have learned

Throughout the CLIL process, students are building literacy skills through intensive reading. However, they need an opportunity to build their listening and speaking skills as well. Many opportunities exist in a CLIL lesson for this. For example, students should be encouraged to create their own questions about the readings. This lets students take control of their own learning, as well as to demonstrate what they know. As students share questions and answers, fluency is improved.

In addition, the graphic organizers described above can be a jumping board for dialogue. Students can work in pairs and complete the graphic organizers together while discussing their choices. Later, student pairs can work with other pairs to discuss what they have learned.

8. Provide a summative project to complete the CLIL lessons

A summative project allows students to take what they have learned and create something original with it. A strong summative project is collaborative (getting students to achieve something together) as well as creative (contributing their own original ideas) and communicative (listening, speaking, reading, and writing through the process). In addition, there should be an opportunity for students to present their projects to the class, building their public speaking skills.

Here is an example of a summative project around the subject of our solar system, taken from Oxford Discover. Students work together in small groups to create a model of our solar system, and then present it to the class.

To conclude, a successful CLIL lesson is a student-centered approach to learning. The teacher facilitates the learning process by moving around the class, ensuring that students are actively involved and using the language tools they need to succeed. It is inquiry-based, encouraging students to ask their own questions and seek their own answers together.
Would you like more practical tips on using CLIL and teaching 21st Century skills to your young learners? Visit our site on Teaching 21st Century skills with confidence for free video tips, activity ideas and teaching tools.
Most importantly, CLIL allows students to use their language skills in a meaningful and productive way, building fluency and confidence as they seek and discover knowledge.

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Engaging Young Learners Through CLIL - Teaching English with Oxford

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Charles Vilina, co-author of the new Young Learners series, Oxford Discover, offers some practical tips on making the most of CLIL in the young learner classroom. As a teacher of young learners, it's easy for me to see when my students are engaged in the lesson.

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

What is CLIL or Content and Language Integrated Learning?

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

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

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

What are the benefits of using CLIL in language learning?

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

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

What are the challenges in Content and Language Integrated Learning?

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

The elements of a CLIL lesson in foreign language teaching

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

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

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

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

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

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

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

A practical example of CLIL approach in a language classroom

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

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

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

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

Pearson. What is Content and Language Integrated Learning

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

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

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

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Kézér Ildikó beszámolója az edinburghi CLIL kurzusról | Óbudai Árpád Gimnázium

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Cumbria CLIL - UK International teacher training and EFL provider

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Revisiting CLIL: Background, Pedagogy, and Theoretical Underpinnings

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1. Introduction Content and language integrated learning (CLIL) – enseignement d’une matière par l’intégration d’une langue étrangère (EMILE) – is an educational approach that integrates language ...

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CLIL in Medical Education: Reaching for Tools to Teach Effectively in English in a Multicultural and Multilingual Learning Space Az Erasmus+ Stratégiai Partnerségi Projekt célja az egészségügyi felsőoktatási intézményekben angol …

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Content and Language Integrated Learning, or CLIL, is where a subject is taught in the target language rather than the first language of the learners. In CLIL classes, tasks are designed to allow students to focus on and learn to use the new language as they learn the new subject content. Example In…

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Jó-e az, ha nem az idegen, illetve környezetnyelvet tanítják tantárgyon keresztül, hanem a tantárgyat egy másik nyelven keresztül?

Szakközépiskolai tanárként szívesen végzek el olyan online kurzusokat, amelyek új módszerekre tanítanak meg, hogy mindennapi oktató tevékenységemet színesíthessem. Így nem is olyan régen részt vettem egy Teacher Academy-kurzuson, amely annyira elgondolkodtatott, mint még eddig egyik képzésük sem: A CLIL (Content and Language Integrated Learning - Tartalmat és Nyelvet Integráló Tanulás) módszert taglalja, annak módszertanát közvetíti, azaz a nyelvtanítás és a szakmai tartalom összekapcsolásáról van szó.

Viszonylag új ez a módszer, a CLIL kifejezést 1994-ben David Marsh alkotta meg. Én, aki a szakközépiskolában (mint sokan mások itt, Vajdaságban) a szakmai tárgyak egyikét ennél korábban is szerbül tanultam, immár több mint 30 éve, e szerint a módszer szerint sajátítottam el a szerb gazdasági szakkifejezéseket és a könyvvitelt is - anélkül, hogy az adott módszert akkoriban nevén neveztük volna.

A CLIL-megközelítés a kétnyelvű oktatás számos alkalmazható modelljének egyike, az oktatás minden ciklusában alkalmazható, és integrált nyelvi és nem nyelvi tanulást fed le, tehát a CLIL-órákat úgy szervezik, hogy egy vagy több általános tantárgyat részben idegen nyelven oktatnak. Az oktatók nem beszélik kötelezően anyanyelvi szinten az adott nyelvet. A módszer célja tehát nem kizárólag az idegen nyelv oktatása, hanem az adott tantárgy tartalmának elsajátítása is. A CLIL tehát egy olyan oktatási módszertan, amely tanítás helyett a tanulás folyamatát helyezi a középpontba, és a befogadás hatékonyságára koncentrál.

Európa számos országban alkalmazzák ezt a módszert. Magyarországon a nyolcvanas évek vége óta hangsúlyozottan nem a nyelvet tanítják tantárgyon keresztül, hanem a tantárgyat a nyelven keresztül. Az órákon az idegen nyelvet csak 25 százalékban használják, a diákokat anyanyelvükön való megszólalásra is buzdítják az anyanyelvű tanárok, akik az órák csak bizonyos részeit tartják idegen nyelven.

Szerbiában 2000-ben az Oktatási Minisztérium a Világbank és az Európa Tanács segítségével az oktatási rendszer modernizálására indított egy olyan projektet, amely tartalmazta az idegen nyelvek tananyagának korszerűsítését. A kétnyelvű oktatás itt először a 2004/05-ös tanévben került bevezetésre egy belgrádi általános iskolában és egy gimnáziumban francia és olasz nyelven. A 2017/18-as tanévtől viszont már Szerbia más városaiban is alkalmazták: Újvidéken, Karlócán, Valjevóban, Nišben, Pirotban, Szávaszentdemeteren, Zentán, Aleksinacon, Gornji Milanovacon, Szabadkán, Tavankúton, Verbászon és Pancsován is. E módszert itt sem az idegen nyelv új tanítási módszereként alkalmazták, hanem egy olyanként, amely innovatívan kapcsol össze két tanítási módszert. A CLIL tehát lehetőséget ad a tanulók minden képességének kihasználására, azaz minden kompetencia fejlesztésére. Számos tanulmány is készült a módszer hatékonyságáról, amelyben a CLIL tanítási módszer szószólói úgy vélik, hogy a nyelvtanulás és a nyelvtudás fejlesztése mellett a következőket is elősegíti: tartalmi ismeretek elsajátítása, kognitív készségek fejlesztése, kommunikációs érzékenység fejlesztése, metanyelvi képességek fejlesztése, gondolkodási rugalmasság kialakulása, kreativitás fejlesztése.

A szerbiai iskolákban egyre gyakrabban válik gyakorlattá, hogy a tanulók közvetlen kapcsolatba lépnek (akár online, akár középiskolai csereprogramokban) más országok diákjaival, és így az angol vagy más idegen nyelv használatával ismerkednek meg más nemzetek kultúrájával. E célt szolgálják az eTwinning projektek is, amelyek online valósulnak meg két vagy több iskola virtuális találkozói által.

A módszer tehát, ha nem is mindenütt, de jelen van a szerbiai oktatásban is. Ez nehézségeket okozhat a tanulóknak, de kihívást, motivációt is jelenthet. Szabó Mónika közgazdasági technikus a kétezres évek elején fejezte be középiskolai tanulmányait, és az egyik szaktantárgyat mind a négy iskolaévben szerb nyelven tanulta.

- Én jól beszéltem a szerb nyelvet már általános iskolás koromban is, de a szaktantárgy tanulása bizony kezdetben nehézségeket okozott. Nem értettem a szakkifejezéseket, és csak az első iskolaév végén kristályosodott ki, hogy mi mit is jelent, mivel addigra már egyéb, anyanyelven tanult szaktantárgyból is szereztünk ismereteket. A munkám során a szerb szakmai nyelvet használom, természetesen az ügyfelekkel magyarul is beszélek. Ezért nem bánom, hogy már elhelyezkedésemkor tudtam, mi mit jelent. Úgy gondolom, nem lett ez a fajta tanulás a káromra, azt leszámítva, hogy ha az anyanyelvemen tanultam volna, biztosan mind kitűnő osztályzatokat kapok, így meg voltak kicsit gyengébb jegyeim is. Azt gondolom, hogy aki itthon marad, annak mindenképp ismerni kell a szerb nyelvet, sőt szakmai szempontból a szaknyelvet is - mondja.

Börcsök Margarita óbecsei pszichológus szerint a CLIL-módszer esetében a szakmai és a nyelvi ismereteken túl nagyon kell érteni a kétnyelvűség pszichológiáját is.

- Teljesen kétnyelvű szakemberként tapasztalatból és egyetemista gyermekeim tapasztalatából azt mondom, hogy ha valaki itt érvényesülni akar, akkor muszáj tudnia az állam nyelvét. Ha nem tudja, akkor többszörös erőt, időt, ideget, lelkiállapotot, érzelmet kell beleölni, hogy ugyanott legyen, ahol az van, aki a saját nyelvén tanul. Ezért úgy vélem, hogy rögtön az elején a CLIL-lel sem egyenlők a starthelyzetek. A lényeg az, hogy nem a szaktantárgyak másnyelvű tanulásával kell kezdeni a másik nyelv tanulását, ráadásul, ha valaki tudja a nyelvet, az nem jelenti azt, hogy a szaknyelvet is ismeri. A kétnyelvű óvodákban is már teljesen két nyelven kellene tanítani, nemcsak a dalocskákat, hanem mindent. A CLIL lehet jó, ha személyre szabottan működik, és motiváló a tanulók számára, de nem lehet a CLIL-t szerintem külön módszerként tekinteni, hanem sokkal szélesebben, mint általános nyelvtanulást és nyelvtudást, mert nagyon nagy hatása van nemcsak a kognitív képességekre, hanem az egész személyiségre, az önbizalomra, a szocializációra, s így nagy felelősség is - nyilatkozta a pszichológus.
GALGÓ FERENCI Andrea

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Jó-e az, ha nem az idegen, illetve környezetnyelvet tanítják tantárgyon keresztül, hanem a tantárgyat egy másik nyelven keresztül? Szakközépiskolai tanárként szívesen végzek el olyan online kurzusokat, amelyek új módszerekre tanítanak meg, hogy mindennapi oktató tevékenységemet színesíthessem.

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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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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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48 CLIL English ESL worksheets pdf & doc

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A selection of English ESL clil printables

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I created this worksheet to present the topic "seasons". The first is Autumn. There are some ideas for teachers but youcan add everything you prefer. There are also two funny activities: the first to improve the languge and the second is an easy maze. I hope it can be useful!

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This movie worksheet is useful for teachers who are discussing topics about brain functioning and for those who teach based on CLIL. Learners will have to pay close attention to the movie and its subtitles (this is needed for students who don’t have a high language proficiency level). Ss will fill in with the right words the conversations. The next exercise features 7 comprehension questions. Learners can also make use of second conditional to answer some of the questions.

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A matching exercise for learning environment vocabulary.