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http://clil-cd.ecml.at/EuropeanFrameworkforCLILTeacherEducation/tabid/2254/language/
en-GB/Default.aspx

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Scaff olding takes many forms. For example, when scaff olding the skill of listening, we
might help a learner grasp meaning by focussing their att enti on on the form of a
parti cular tense used; in reading, the questi ons the teacher asks about a parti cular text
can guide the reader to a clear understanding; writi ng skills can be developed through
model texts, or the use of graphic organisers to help organise ideas

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Bloom’s Wheel & Choosing the Right Task Words
Bloom’s Wheel: The diagram below exemplifi es the words we can use when asking
questi ons and setti ng tasks in order to encourage diff erent thinking skills. It displays a
taxonomy of thinking skills, questi ons words and tasks which are aimed at eliciti ng HOTS
as well as LOTS.

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Content
In traditional teaching, teachers prepare a lesson around a logical development of the
area the students have been working on. It’s just the same with CLIL. Teachers develop
lessons around what the students already know. In this way, students build their content
knowledge like building a wall, one course of bricks on top of the next.
Communication
In the past, students learned a lot of lesson content while they were listening to the
teacher talk. With CLIL, teachers talk much less, because the students don’t have enough
of the new language to learn in this way. Instead, students study together and work in
groups, talking to each other as well as to the teacher, using as much of the new
language as they can.
A CLIL teacher needs to ask herself a series of questions:
What sort of communication will the students be involved in?
What language will be useful for that communication?
What key content words will they need?
What scaffolding can I provide?

Competences
‘Can-do’ statements describe the outcomes of a lesson, for example, ‘I can calculate
the area of a triangle’. CLIL teachers think about the can-do statements they want their
students to be able to make after the lesson, either about lesson content and skills - or
about new language.
Community
CLIL teachers help students to relate what they learn to the world around them.
Students see that what they learn is not just a school subject, but something that relates
to ‘the real world’.
The CLIL teacher therefore needs to think about:
What is the relevance of this lesson to the student’s daily life and surroundings?
How does it link to the Community or Culture surrounding the students?
Does it also link to other cultures?
Cognition
Of course, teachers were helping students learn to think long before the CLIL approach
was introduced. They have always asked their students ‘when?’, ‘where?’, ‘which?’,
‘how many?’ and ‘who?’. These questions focus on real, specific and concrete answers.
Students who learn to answer them correctly develop the thinking skills of recalling,
repeating and listing, and of understanding.
Thinking skills such as these were categorised in Bloom’s Taxonomy as Lower Order
Thinking Skills (LOTS) as early as 1956 (the Taxonomy was revised in more recent years by
Anderson and Krathwohl). According to the Taxonomy, students practising LOTS, as in the
questions above, learn to remember and understand information, and to explain it. They
also learn to apply new information in a different situation.

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The re are databases of CLIL resources available
in different languages, for example:
http://languages.dk/databank/materialslist.php
Another useful database with multilingual
resources is CLILStore:
http://multidict.net/clilstore
Other very good sites which contain ideas and
resources for teaching of English through CLIL
are the British Council and OneStopEnglish. The
ideas can be adapted to teaching through CLIL in
other languages.
Finally, publishers are issuing more books on CLIL.
For example, check out OUP, CUP and Express
Publishing websites regularly to see what books
they have issued recently