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Introducing the CLIL-Pyramid: Key Strategies and Principles for CLIL Planning and Teaching

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Introducing the CLIL-Pyramid: Key Strategies and Principles for CLIL Planning and Teaching

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CLIL has been a tremendous success-story and its influence on practice iscurrently expanding quickly across Europe and beyond. Recent research hasconfirmed that CLIL has positive effects on the language skills of EFL learnersplacing them well ahead of their non-CLIL counterparts (DESI 2006; Zydatiß2007a; Lasagabaster 2008). 

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CLIL has been a tremendous success-story and its influence on practice iscurrently expanding quickly across Europe and beyond. Recent research hasconfirmed that CLIL has positive effects on the language skills of EFL learnersplacing them well ahead of their non-CLIL counterparts (DESI 2006; Zydatiß2007a; Lasagabaster 2008). 

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Culture: culture is a long and complex process in relation to learning.

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Culture: culture is a long and complex process in relation to learning.

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Communication: you must learn and understand a language related to the same context of learning through language, this must be accessible, transparent and is essential to reach it.

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Communication: you must learn and understand a language related to the same context of learning through language, this must be accessible, transparent and is essential to reach it.

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Content: it is not only to acquire knowledge and skills, it is also to generate understanding and development of these same skills.

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Content: it is not only to acquire knowledge and skills, it is also to generate understanding and development of these same skills.

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QUALITYS:1: Rich Input:Try to be meaningful, with authentic material, that promotes the interest of the students.

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QUALITYS:1: Rich Input:Try to be meaningful, with authentic material, that promotes the interest of the students.

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This suggests a contrasted and organized sequence for planning activities and materials, beginning with the selection of topics and ending with the review of the contents, planning, providing information, the nature of the topics, carrying out tasks that promote critical thinking.

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This suggests a contrasted and organized sequence for planning activities and materials, beginning with the selection of topics and ending with the review of the contents, planning, providing information, the nature of the topics, carrying out tasks that promote critical thinking.

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Cognition: Students are allowed to create their own interpretation of the analyzed content from their own demands.

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Cognition: Students are allowed to create their own interpretation of the analyzed content from their own demands.

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2: Scaffolding Learning:Support the student more, creating material and building scaffolds that generate understanding and confidence, since many of the materials that are already created do not always accommodate the needs.

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2: Scaffolding Learning:Support the student more, creating material and building scaffolds that generate understanding and confidence, since many of the materials that are already created do not always accommodate the needs.

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4: Adding the (Inter-)cultural Dimension:Allowing the student not only to know another language and what is necessary for it, but also the codes, the phrases, something narrower that generates interest and with which they feel comfortable at the moment of generating an interaction.

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4: Adding the (Inter-)cultural Dimension:Allowing the student not only to know another language and what is necessary for it, but also the codes, the phrases, something narrower that generates interest and with which they feel comfortable at the moment of generating an interaction.

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5: Make it H.O.T:Many of the students are unaware of important points at the academic and student level, this is also due to the fact that the teachers do not go beyond what they have, they limit themselves and stay with the basics.

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5: Make it H.O.T:Many of the students are unaware of important points at the academic and student level, this is also due to the fact that the teachers do not go beyond what they have, they limit themselves and stay with the basics.

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6: Sustainable Learning:The message or the learning that is given to the students must be long-term, move from something passive to active, and that it be topics and knowledge that can be applied day by day, and never forget it.

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6: Sustainable Learning:The message or the learning that is given to the students must be long-term, move from something passive to active, and that it be topics and knowledge that can be applied day by day, and never forget it.

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3: Rich Interaction and Pushed Output:The interaction between students and teachers can be the easiest and most practical way to reach a target language, allowing accessibility and comprehension.

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3: Rich Interaction and Pushed Output:The interaction between students and teachers can be the easiest and most practical way to reach a target language, allowing accessibility and comprehension.