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I think there may be some problems in different student levels.

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The teacher does not have liberty to use language freely because she/he needs to focus on learners’ needs and necessities in their professional context/life.  Time Management in the classroom is one of the major problems to be faced by the teachers during the CLIL instruction.  The activities which to be conducted in the class may take longer than they are expected, because the students may take more time for involving with other students.

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CLIL has a number of advantages in the context of bilingual education. In Spain, although there are some very good CLIL teachers, the problem is that most times the profile of the teacher who is going to teach CLIL lessons is not appropriate. The level of English required is B2 and in my opinion the requirements and knowledge to get the certificate should be renewed every two years

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Facing new challenges

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Facing new challenges.

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Competent teachers are at the basis of this challenge. They should be ready to make new experiencies in the field of education.

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The different motivation and skills.... couls be obtacles...

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One of the greatest obstacles in implementing CLIL in teaching is readiness and willingness of teachers to experience something new.
As I described before, I implemented CLIL in the process of teaching English language through the component of teaching my students business correspondence in Englisg.
It meant that I had to get familiar with content of business correspondence, learn about forms of business letters, other forms of documents and forms in running business administration and accountancy.
On the other hand, if a business correspondence teacher wants to implement CLIL, he/she should master foreign language well enough to present the content of his/her subject in foreign language. Not all teachers are willing to make this effort.

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First of all, the teacher needs to be motivated and needs to want to do things in a different way to what we are used to.
As some other teachers have said in this padlet, motivation of teachers is a must.
Also having a good knowledge of the language and the subject should be a must since if we lack one of them... we, as teachers, won't feel confident.

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From my point of view, before we want to implement the CLIL approach, many changes have to be implemented first. In first place, we need competent teachers in English. Here in Spain, only a b2 is required in order to teach in a bilingual course, and I do not think that is enough. Then, teachers have to want to teach in a different way, and of course, not everybody is in the same page. So, the potential difficulties may be that we, teachers needed to be trained in order to follow this method.
Lastly but not least, teachers need to collaborate and that might be a difficult task as well.

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The difficulties may arise with students who face greater difficulties in a specific subject to access the knowledge in a different way.
Another difficulty is  getting teachers to adopt this strategy.

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Motivation is the most important advantage of CLIL however preparing a lesson plan takes more time.

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Difficulties and challenges of CLIL approach are connected with the knwledge of contents and how to use it in parallel with language learning, finding appropriate materials, the diverisity of the students and students linguistic background

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I teach mathematics to children with disabilities, this form seems difficult to me in this discipline and especially to students with SEN, however in some eTwinning projects, we worked with them using google translate and we did pretty well together.

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Though I haven't any experience in this kind of approach it seems that it's very demanding on teachers because of the language skills and the materials you have to prepare in advance.
On the other hand I believe there are only benefits as far as students are concerned. They will keep the content in their mind, they will be able to collaborate and support each other. Thus even the students with lower linguistic skills can benefit with CLIL.

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I can see that the main challenge is to involve all team of teachers to follow the same line of working with this approach. Why? some of them prefer more traditional ways and other are aware of the idea that it is time consuming (it is real), but the main point is that if we work together, it will be easier and benefitial for all of us: A good teacher is always a learner.

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In the CLIL approach so far I have only found potential, particularly in the development of vocabulary and in the skills that students have found to adhere to the challenges launched by me. I think we're all going to get rich.

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Maybe we should test two entries into any new CLIL lesson and subject: search for content in mother tongue (translation work mainly coming afterwards), then put it in target language, or directly search for content in target language (translation comeing at first, and then the later work would be essentially to sum it up)

The entry that fits students best should be the one we use the more for our CLIL class.

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As said by felloow teachers here, the main difficulty can either be the language (that is needed to learn such content) or the content (to choose wisely what should be taught and learnt in target language)

The main challenge thus would be to find the most suitable content for the most beneficial language practice at the right level for the students of the class, which is merely impossible, so there will always be a gap to deal with in CLIC class relying on all kind of teaching strategies and methods. More than in the average language class, CLIL asks for a very creative approach to be as profitable as it can be.

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Preparing as a teacher for a CLIL lesson/lessons is always time-consuming. In order for your pupils to be able to understand all the vocabulary and contents, you have to prepare a whole bunch of different materials (pictures, presentations, videos, charts, etc.).
Also, some pupils do not possess the needed level of foreign language vocabulary or grammar so you might need to use some extra time to work on these areas.
But once we (pupils and teachers) are ready, a CLIL leasson is a really great and motivating lesson for both sides. And you can learn many new things and gain higher-order competences, too. So I would say it is all worth it.

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For me,the most common drawback is that the students tend to speak their mother toungue most of the time.

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It may be something innovative but I think it takes interdisciplinary collaboration and more time. Unfortunately, in my subject, History, students study only one hour a week.

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A problem will arise if we have to use CLIL in a classroom where there are students with very different language levels

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While using CLIL in classroom, you are either a language teacaher or a content teacher. So this means you may have difficulties in teaching the other part of the lesson that is not your specialty. It means you need some preparation for the lesson. It may be the same for the students. I think there may be a need for some background knowledge about the content or some basic language knowledge that can help the students at least to understand the instructions given in the lesson. If the students cannot understand the tast, what they are supposed to do, it is not possible for them to discover the target information.

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As Coyle mentioned, one of the most challenging part is that content must be accessible to all of the learners. She and I mean the meaning of the content and what should actually be discovered by the students. Therefore, CLIL is leveller. As teachers, we need to find ways to transform the content, we need to apply ICT in our language classrooms or use creative drama and other instructional techniques. Also, there are individual differences in the classrooms. The language level, abilities, interests of my students are different from each other, too. So, I am trying to create different activities that are suitable to the level of each student in my classroom while teaching.

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I have been teaching Technologies with a CLIL methodology for three years now, and in my view, the major challenge is, at the same time, to make the contents accesible to those students with the lower linguistic skills and make the class also useful and challenging for those with the higher linguistic level. My way of saving this "distance" is always making use of varied and very practical activities, with very varied resources, combining oral, written and graphic information, and always trying to minimize the use of the mother tongue.

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I think that CLIL requires teachers to be actually fluent in the target language and also know about the CLIL methodology, which I see is the big problem in Spain. You cannot teach, for example Natural Science, in a traditional way because students will be frustrated and demotivated as they will not have the tools to achieve their goals.

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it is difficult to combine clil with the national curriculum if the subject taught like in my case is in the tongue language.
On the other hand this makes lessons more memorable and unique.

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I can definitely see the benefits of CLIL approach, however I see the challenges as well. The subject teacher is supposed to be fluent in another language. The preparation of the lesson is time consuming. I also think that we cannot teach the subject as deeply as in a mother tongues (especially literature, history), so the content will be somewhat simplified.

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I see a lot of potencial in CLIL classes. It is an open door to jump into a global world full of possibilities. But...the problem is when we have classes with students with (very) different levels of competence in English. And this problem goes deeper if we have secondary classes with a long curriculum and we are preparing students for national exams.

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CLIL is a valid methodology because it represents  a good opportunity both for students and teachers to find a different way to teach and learn a subject through a foreign language. Learning is more motivating. But I am completely aware  that adopting CLIL in the classroom is not an easy choice  because it requires great effort and determination. One of the main difficulties of using CLIL methodology is that lessons  need  a lot of time to be prepared and carried out.

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Even challenging, CLIC might also be very hard working method regarding to preparation for classes. It also could be inappropriate in a classes where you meet students for the first time, since you'll have to get to know them and their language and other abilities first. Since the level of knowledge bases in classes are unequal, you'll also have to spend some time exploring whether the CLIL is possible to implement in your class.

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Teachers must have knowledge on how to approach to CLIL activities. Preparing lessons based on CLIL need time and effort on behalf of teachers. The material used in the classroom are to be very visual.
If these lessons are well-planned, students will be so motivated and will surely learn a lot.

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CLIL is a very complex system of teaching. It is challenging considering many people need to come to terms and work together to achieve the same goal. Another problem that comes to my mind as well is that not all the teachers speak English. Therefore, we need to build a path in which teachers are able to do it and are keen to do it as well.

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In an eTwinning project I would use this method, without knowing that it is called CLIL. My students had to solve simple math problems, given by the project partners, in English. They had to think in English. It was an interesting experience. I really liked the idea of combining another language with the arts, I think it would be beneficial, being very dear lessons to her children would be trained to speak English or German, to explain shapes, colors, what they do, what they have achieved.

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One of the biggest challenges of CLIL teaching is the preparation of lesson for teachers. It requires big amounts of dedication, looking for appropiate teaching materials for the contents chosen and above all leaning using innovative methologies.. The good thing about it all is that once you have prepared your CLIL lessons and get the hand of it, is so motivating that you will never want to teach the traditional way again!

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Just like with any pedagogical method and practice, content and language-integrated learning (CLIL) has its own complications that can make its implementation challenging and difficult. The biggest complication that cannot be denied is finding a balance between engaging non-native-English speakers and English-language learners, along with native English speakers. The same scenario can also occur in schools using languages other than the English language. With Lev Vygotsky's zone of proximal development in mind, finding a zone that can work for everyone can be overwhelming since some students might either a little bit ahead or behind, especially for students where linguistics are a factor in how much they are learning a lesson while learning a language simultaneously.

—Austin Nicholas Dragoș [United States of America]

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it is difficult to combine clil with the national curriculum if the subject taught like in my case is in the tongue language.

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Motivation and creativity are among the important advantages of CLIL, but also perhaps, ignorance of vocabulary in a language, linguistic misunderstanding can be a limitation of learning the subject matter itself.

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It is challenging to encourage students to see the benefits as far as they consider it is bigger effort forbthem

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CLIL assumes that the teacher has a mastery of the language in which he has to communicate, therefore he must prepare himself properly.

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The challengenges for teachers to prepare a CLIL lesson is to combine all students knowledge of the foreign language and the subject and to find materials to be apropriate with it.

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In CLIL activities teachers have to integrate the learning of content and language. Hence, knowing how to teach the content as well as the language can be challenging. Another difficulty is the planning process of a CLIL lesson. It  has to be more careful and is potentially more time-consuming than a regular English-as-a-foreign-language lesson. You also need a good selection of resources and material you might not have in your class. In some classes I do not have a computer o even a projector for using videos, images and visual prompts to aid understanding and memory. Of course you can use other strategies, such as body language, cognates, scaffolding, etc, to help students understand the language and the content, but this is not always the most motivating and original method.

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Despite enourmous benefits of CLIL in language teaching, perhaps the biggest drawback is lack of enough vocabulary and above all structures to successfully explain content in a secondary classroom.

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Main problem might be knowing the language itself. Teching Chemistry in English requiers knowing terms well - not only by teacher but studebts too. CLIL could be used in teachng less demanding subjects like literatrue at times, art, religion classes... and also during less demanding lessons of subjects in the STEM area.

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the constraints that we face are time, material and student knowledge

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(Photo by Jukan Tateisi on Unsplash)

In my opinion the biggest challenge a teacher has to face regards his/her language skills and competences. Setting up a CLIL learning path that has to be useful and well designed means facing our habits and going out from our comfort zone. When I teach literature, I know I am well prepared, I know I own all the vocabulary I will need during the lesson, I know I can follow other roads and be flexible according to my students' needs and questions. But when I think about teaching italian literature in english, even if I think just at an author's life, I feel uncertain and more vulnerable.
But I even think that showing our thinking process in another language, making it visible to our students, would be so useful for them and would really increase their motivation.

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I agree with Professor Do Coyle about the benefits of the CLIL approach. I also agree with Michael, from Germany, about the need, a potential difficulty and challenge we face, of team work between language teachers and subject teachers.

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I agree with Professor Do Coyle about the benefits of the CLIL approach. I also agree with Michael, from Germany, about the need, a potential difficulty and challenge we face, of team work between language teachers and subject teachers.

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I think the biggest problem is really to access those students who have a very rudimentary vocabulary on a certain task. But isn't CLIL also a way of sharing and motivating these learners by letting them follow their own pace while collaborating with other students? If students are divided in a balanced way, even the least literate can/ may have access to what is going on. I truly believe that things can work if students develop a spirit of cooperation, which will enhance the knowledge of those who don't speak and deal so well with a different language.

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It will be difficult for students who don't speak the language used that well . At least at start. So this could be overcomed by using not too many words and techiques all at once if pupils are not good speakers.

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It could be difficult for students - especially during the first lessons - because the teacher uses Special Language and Vocabulary, but a good teacher will find the right strategies to create a CLIL lesson to reach each student of the class...

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My idea would be, that good CLIL concept requires good teamwork between language teachers and those teaching the various subjects. So we need to develop integrated concepts.

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I think the biggest problem is the time to be spent preparing material. It is also important to have a good grasp of the terminology of the content and to make sure that the content is well prepared.

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It could be not being able to follow an integrated method of language and subject learning together. If the teacher doesn't pay attention or loses focus the class might either completely change to a subject class or the language class the teacher is trying to integrate.

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With CLIL activities there is a risk that students learn a certain vocabulary in the language being taught and they are not able to recognize that vocabulary in their mother tongue, and another problem I see is when there are different levels of the language in the that the class is given (English) and also different languages ​​by the students, primarily Moroccan, in my case

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I think the difficulty would be the lack of basic notions, necessary to understand a content, but also the age level (my students are 5-6 years old). The teacher should prepare the activity well, find the best way to transmit the content, so that it is well understood by all children. I think that the "mastery" of the teacher is the basis of the success of such an activity.

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I agree with my peers that the main difficulty might be the vocabulary : students need to have some basic knowledge of the foreign language in order to benefit from all the advantages of a CLIL activity. Teachers can start by teaching the basics and then move on to CLIL activities towards the end of the year.

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Some potential difficulties might be coming from the level of language understood by the students. If the teacher is focused on content and bound to a curriculum, probably he/she would not teach actual language aspects, therefore students need to be at a certain level, otherwise they'll miss comprehension.
Other downside might be the time-consuming preparation activities. Not being a specialist in a certain scientific field, the language teacher needs to take care with the specific content and the associated methods of teaching it. Limitations must be taken into account, for example I could not ever teach Mathematics!
For some science teachers, the foreign language fluency could be a challenge.
But, all in all, developing CLIL activities is quite rewarding!

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Some teachers do not have knowledge of some language, nor students in 1st class. Our students hardly know Croatian language properly because our language is very difficult.
Teacher must find balance among outcomes, activities, degree of knowledge of students language (and his also), prepare teachers materials and find courage.

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To present complex ideas in clear and understable way appropriate for the students' prior knowledge, age and mastery of language.

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Broadly speaking, I agree with your opinions. CLIL activities can be time consuming. It is also necessary a fine level of English on the teacher's side.
However, this is NOT the unique approach we can rely on. I would look at the teaching-learning process as dynamic and flexible. Depending on the didactic session,  we may choose the most efficient methodology.
I find CLIL approach motivating, a chance to think out of the box.
We are frequently extremely busy, though this is a fantastic way to enhance our teaching-learning performance.
Thank you for your contributions. It is great to look at all your personal experiences worldwide.

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It will be damanding for the teacher to organise all that but the outcome will be good.

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It is sometimes demanding for the teacher to organize the Clil lesson

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The main difficulty are usually parents. They worry about their children not being able to identify what they have learnt in their own mother tongue, but only in the foreign one.

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On of the main difficulties, in my opinion, is the amount of time and energy that needs to be put into planning a lesson with two different languages (specially if you are not fluent in both of them). However, I think that in the end is very rewarding to see your students take an interest in your lesson. And that makes it worth all the research and planning!

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Lack of time and materials are a great problem for the English teacher

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Lack of time and materials are a great problem for the English teacher

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In my opinion the success of CLIL is to learn having fun. The balance between content, communication skills and language rules has to be based in communication needs.

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Really language awareness matters are still so central to most things. Confidence as English speakers and users is important - I am never one to be too demanding on someone's English level as I like to see students see that they can reach proficiency because they see teachers who are non native speakers being successful users of English. Non native speakers often have a better understanding of the target language as they know how learners are approaching that TL. However at times in CLIL you have teachers who are so nervous of their own uses in this demanding discipline that they are not confident and therefore often not natural in uses. As well we could have the availability of very competent language users but those who lack an understanding of language learning process which keeps them from using more communicative methods in the classrooms. I think the challenge is to make sure teachers spend more time together and not just in PD sessions but rather extended mutual learning opportunities, instructional coaching etc.

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One of the things Professor Coyle referred to was the fact that teacher who does CLIL activities has to find a way to include all kinds of learners in the learning subject via a second language. This may mean that some students are disadvantaged simply because they don't master the second language as well as others. On the other hand, if the teacher chooses materials that are less complex to meet the lower level students, the ones who are more proficient might be having a boring session. In the end, as the idea is to teach a subject using a second language and I think this doesn't last the whole school year, you can always try to figure out later, in a formative assessment style, if all students got the point of the CLIL classes. Hopefully, it works.

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Indeed, preparing a new lesson plan by using two or more languages actively takes up a great amount of time and energy. On the other hand this makes lessons more memorable and unique.

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I think that the biggest challenge is to prepare a class in a foreign language, since it takes more time and it is needed more visual support to help the students understand the topic.

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As an EFL teacher in upper secondary education, I have always used CLIL to teach about the world in English. Provided that I can get access to the suitable resources for CLIL which I can adjust to the needs of each class, I can see no problem for the foreign language teacher to teach any subject they can grasp themselves. It is particularly because we are not experts in science, for instance, that we can deliver the content more successfully. The big challenge is to discover the suitable tools and resources, which takes some time but is worth it!

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Language is intrinsically tied to encouragement and motivation. That is why a CLIL lesson admits the possibility of developing all language skills without requiring educators to openly teach it. Thus, a normal lesson can be a source of significance, fact that obviously motivates students. Besides, a CLIL methodology emphasizes language aptitudes and subject delivery. At the same time, it enriches the growth of transversal skills such as resourcefulness, creativity, originality, critical and analytical thinking and, recognizably, communicative skills. Hence, a CLIL approach leads to a wider intercultural awareness and it encourages learning; however, for some teachers, language can be an obstacle, namely applying, for example, appropriate English to stimulate their students’ communicative competence. Furthermore, the lack of specific CLIL materials and the time required to collaborate with peers (in what concerns planning capable of creating an accurate balance between language and content) can trigger some difficulties.

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In my opinion, the biggest challenge of a CLIL approach for teachers is to find the required balance between content and language because a CLIL lesson is not a language class but a subject class taught in a certain language.

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It is a challenge in terms of content and a matter of time, it demand an excellent quality of information and a good time management.

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The biggest problem related with a CLIL approach is that I am a Science teacher and I spend a lot of time preparing each CLIL lesson.

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Different language level and the introduction of new vocabulary are the biggest difficulties.

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Jordan
It spend maney time

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As some of you have already mentioned, there must be a balance between content and language. CLIL lessons must be carefully planned involving a wide range of different activities and language must be somehow supported, whether through images, videos and so on to adjust the lesson to students' needs, which, of course, can be time consuming most times.

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The teacher needs to plan his/her lessons very carefully so as to include activities that will cater for different linguistic competences and keep everybody motivated. Knowledge of content is a must, too, and teachers must spend a lot of time to master the concepts they will be teaching.

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Such lessons require more time and effort for teachers  to get prepared- some need to upgrade their linguistic competences, some need additional knowledge about the content.
If teachers are not well prepared, the lesson can be packed with mistakes and confuse students and make teachers lose self-assurance. Such lessons are more demanding.

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The problem may come from the teachers themselves, they might only focus on the content and they might be careless to teach learners the language (English) itself. This means, teachers might not process balance between teaching of language and content. Teachers cannot use CLIL with the learners who are weak in language skill or the starters of L2 or English, the disadvantage comes from the learners themselves because they might have limitation of language or English proficiency as well as they cannot understand and speak the language appropriately. To this problem, they seem to be forced to lean and the learners might be demotivated in learning. Finally, the teachers of language do not have enough knowledge of content and the teachers of content cannot speak L2 or English appropriately.