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CLIL (Content and Language Integrated Learning) is an immersive learning approach that aims to build language skills and communication skills in a foreign language together with the development and acquisition of disciplinary knowledge.

The CLIL approach has in fact the dual objective of  focusing both on the taught discipline and on the grammatical, phonetic and communicative aspects of the foreign language, which is a vehicular target.

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Happily or not, we are now living in a digital global world and we have to struggle in order make the most to live in it. Moreover, as teachers and educators, we need to underline the chances as well as the possible problems which may arise from our new establishment. Our students need to know some basic skills to work and live responsably in the global village; learning languages for a purpose and using technologies for a progress, both in their everyday life and finally to succeed in the long-term period.

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METACOGNITIVE APPROACH:
In particular, students with special educational needs may find an helping hand in using a new meta-cognitive approach in didactic projects.
Reflecting upon how their brains work, memory and recognition can lead to a new perspective on reality and also upon the school subjects.
Improving organization and decision-making, the students can learn how to organize their thoughts in a logical way through the help of some prompts that will lead them to new unthinkable progress.

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Extensive reading of high-interest material offers the potential for reinforcing and recombining language learned in the classroom. Graded readers have a controlled grammatical and lexical load, and provide regular and sufficient repetition of new language forms.

Therefore, students automatically receive the necessary reinforcement and recycling of language required to ensure that new input is retained and made available for spoken and written production.

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A literature review usually precedes a research proposal and may be just a simple summary of sources. Usually, however, it has an organizational pattern and combines both summary and synthesis.
A summary is a recap of important information about the source, but a synthesis is a re-organization, or a reshuffling, of that information.

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We now live in a globalised, postmodern world in which knowledge of English is considered a basic skill and which therefore requires a different model of education.
The CLIL ‘generic umbrella’ includes many variants. Some of these may be considered as primarily language teaching. Some can be seen as mainly content teaching. The essence of CLIL leads to it having status as an innovative ‘new’ educational approach which transcends traditional approaches to both subject and language teaching.

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“Content and Language Integrated Learning refers to any dual-focused educational context in which an additional language, thus not usually the first language of the learners involved, is used as a medium in the teaching and learning of non-language content. It is dual-focused because whereas attention may be predominantly on either subject-specific content or language, both are always accommodated” (Marsh, 2002).

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CLIL invites a re-conceptualization of how we consider language use and learning. It enables development of an integrated educational approach which actively involves the learner in using and developing the language of learning; the language for learning; and the language through learning.

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CLIL offers a number of advantages such as: it builds intercultural knowledge and understanding; it develops intercultural communication skills; it improves language competence and oral communication skills; it develops multilingual interest and attitudes; it provides opportunities to study content through different perspectives; it complements other subjects rather than competing with them; it increases learners’ motivation and confidence in both the language and the subject being taught and it provides materials which develop thinking skills from the start.