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I use it in my eTwinning projects. My students are excited.

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I did some integrated activities at some point with our Arts teacher.

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I am not a CLIL teacher so I have no experience. However, I was once the coordinator of the Bilingual Programme at a secondary school and I had to coordinate the other colleague teachers of Music, History and Technology. CLIL is not a language class. In many cases, CLIL can increase the students' motivation to learn what you are teaching to them in a specific subject. It must focus on fluency rather than accuracy, treating errors as a natural part of language learning.

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I often CLIL in my classes

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I often use CLIL in History lessons and Citizenship lessons.

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I often CLIL in my classes.

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I think we all use integrated learning in our projects...

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Since I work in VET high school dealing with business and administration learning content is incorporated in teaching English from the first years of educationin this school. The name of the subject is English language and business correspondence, so CLIL is implemented in the part of VET content I have to teach students, the form of business letters, the language register and specific vocabulary they need for this part of the learning process. I also have to teach them the differences between forms of Croatian and English business letters.
During recent years I also had to teach students to write different e-mails as a form of business correspšondence, add attachments etc.

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CLIL is a great way to learn a language since we learn it in context and that is a way for our student to get hooked to new content both of the subject itself and the language

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CLIL method has multiple benefits for the students as for instance integrated learning. Besides, I firmly believe that taking CLIL from the English subject is very easy to do as the only important aspect is the use of vehicular language, in this case English. However, in Spain, we are more use to say what it can be used to learn a language better than in fact what we do. I would love to implement this model in my high school, the drawbacks is that teachers have to be updated and have to be willing to do it.

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CLIL activities are regular at School Library sessions. As L2 English teacher to Portuguese students I usually prepare sessions on Digital and Media Literacy in English. Sts become aware that English is the language that best describes key concepts in those areas and respond positively to this strategy.

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I can say that my pupils are familiar with CLIL activities since in our English lessons we talk about the topics done in other subjects as well, such as Musical instruments, Food chains and habitats, Weather and Climate, Measuring or Fairy tales. What's more, there are sections in our books which focus on CLIL: Art, Citizenship, Music, Science, and other subjects.

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As a way of improving my younger students' skills, I decided to include them in this eTwinning project.

As usual, we first introduced ourselves, then chose the characters and topics of our collaborative e-books and games.

Our team worked on school objects:

All project partners collaborated on the Alphabet Book and the presentation of EU countries as well.

We informed our partners about our Europe Challenge.

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First of all, I'd like to welcome you to my blog. My intention's to make it a place for cherishing great memories of working with school children. Here you'll find some tips, projects done by my pupils, their essays and poems, video clips (I don't know if it's me, but my pupils really enjoy singing), and things that can be interesting and useful.

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I never used this method but it has a lot of benefits.

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I have no experience with this method, that's why I want to learn more about it.

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I have never tried CLIL in the classroom.
However, we had an online Erasmus week at school in May and a group of students recordedthemselves cooking a very typical recipe (Francesinha) from Porto, in Portugal. I think that the way they showed the ingredients and the recipe step by step was a kind of CLIL approach.

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I have no experience in CLIL. This is one of the reasons to attend this course... Learning the method

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I have not already had any experience with CLIL. As an English language teacher in secondary school I consider this method really motivating for students. Just now I am working with the topic of describing people, so it could be a good method to work with the vocabulary working with hair, weight, height etc.

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It's my first experience with CLIL class. But I don't find it complicated at all. So far, with my class, we have already started two activities. One consists in the creation of a chronological frieze and the Lesson Atlas. so far it's going well. The students are even excited.

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I have no experence with clil because i din´t teach a language. But i find it´s a good way to learn a new language. It´s like living in a other land - may be. You must speak in this new language, then you learn it. I think for me it isn´t so important, because i teach Mathe, German, Ethik and Sachunterricht - my students must learn German. Most of the time I try to teach bilingual (German and English), but sometimes I have no words....

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In the teaching staff of a school, language teachers and CLIL teachers may have to work together in team for a full use of both curriculum convergence and bridging subjects, in order to provide a more efficient and beneficial learning exprience through CLIL. The difficulty might then be for both teachers to coordinate their teaching sequence timely and work hand in hand.

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The main challenge in CLIL is to measure properly the difficulty of the new content, especially the lexical charge that can hinder students understanding or become quite discouraging for them.
There's a balance to be found between content curriculum and language curriculum. If there's too much content or too much special vocabulary, it will make language inappropriate, because the task will be too hard for a profitable learning. In the contrary, if the content is too light and easy, the CLIL class just becomes an ordinary language class, which makes less valuable and profitable.
"What works well?" is a very broad concept. From teacher or student point of view? Does this mean that the students have made progress in both kwnowledge and skills, or that the teaching sequence went smoothly?
I've experienced two methods in CLIL, one that is very boring but appears very efficient from the language learning point of view, and one that is very appealing and stimulating but less profitable from the unique language mastering point of view.
Method 1: the teacher makes a presentation through different kinds of teaching materials, then each and everyone of the students takes notes and makes his own presentation (the content assimilation is perfect and the mechanic repetition makes it impossible not grasp the language material before the end of the course)
Method 2: the teacher only brings few elements of introduction, and the students prepare presentations in groups with team work (the content is variable and there are more mistakes or inaccuracy, and language seems to make no solid progress with very short-term assimilation of larger but confusing language material)

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As a primary language teacher, I use CLIL activities a lot, especially in my project-based work. My students like it a lot, they are really motivated for various topics, they like to use art and music while working.
But I must admit that CLIL is quite time-consuming, especially for teachers who have to prepare many different materials and sources for work. Sometimes my young learners do not possess needed vocabulary for certain topic so we spend even more time to use CLIL successfully in teaching.

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As a math teacher, I have less access to these types of teaching methods.

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I have no experience with this method but I want to learn more about it.

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I have never use CLIL properly speaking

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I have been using CLIL in my eTwinning projects where we communicate in English, so I explain the tasks of these projects and pupils are motivated and excited to to them.

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I haven't got any experience in CLIL. However, I think some of our (language teachers') lessons is like CLIL. At the beginning of every year, I ask students to suggest reading topics to study in class for that year. I collect all the suggested topics and choose a different topic for each week. I try to balance the topics such as one from sports, one from archtitecture etc. Every week, there is a topic some of students are not familiar with and they learn both about the topic and the language to understand it. I think CLIL is a part of our job. Additionally, we ourselves learn about new things. This is the extra!

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I have come up with CLIL sometimes and it worked just fine when the content was appealing to the pupils and when they were familiar with it, either because it had to do with everyday life knowledge, or because it was known or somehow approached before at school in their mother tongue.

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I have never used CLIL, but some of my colleagues do. From my point of view, CLIL can be such a good complement in order to develop the communicative competence in a foreign language as well as learning subject contents. However, some of my kids find it quite challenging specially in subjets such as Natural Science in KS2 because there 's a big gap between what they are supposed to know in English and what they are required in Science.

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Using CLIL is a great way of having students motivated.I have been using CLIL in my all lessons.

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As a foreign language teacher I can say I use CLIL because language teaching is always based on a theme. In different classes we learned about history, art, traditions, geography. Sometimes we discuss the contents more, sometimes the main focus is vocabulary or grammar.

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Some years ago I attended a course for CLIL methodology at University and then I experimented some activities with my classes thanks a national project “ Read-on”. It was a very interesting experience. I work a lot in order to organise the CLIL content,  concerning Baroque Art and Gian Lorenzo Bernini,  using collaborative teaching strategies, searching useful materials, resources and activities to allow my students to learn in enjoyable way. It was  a very great experience for me and also for my students. Students who were not much confident in English participated without stress because the learning process was organised through interactive strategies of learning. Furthermore students focused on subject in art and they didn’t feel worried for their English skills. They collaborate  to achieve good progress about their English skills and also Art knowledge

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As a science teacher, I often use CLIL when my classes have some students with foreign language competences. Establishing working groups, they collaborate and help each other, with is really positive to improve language skills. I use mostly images/photos, videos in English and ask them to make a resume or to explain in our language. Other times, we discuss a subject and I ask the to communicate their thoughts in English.

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I haven't ever heard for CLIC until now, but I now I find out that there are some activities that I had already done with my students that could be considered as CLIC or something similar to that.

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I had a chance to learn about CLIL method in Brighton two years ago. I have found it motivating and when I came back home I tried out some of the methods and my students enjoyed them very much.

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Using CLIL is a great way of having students motivated. This will help them to learn content in an easy way.

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Unfortunately, I have no previous experience in CLIL teaching. However, this year, I wanted to do something different for my lessons. As I am an English teacher, I consider that every subject can be taught in English and taking advantage that my school is bilingual, we have been creating activities with other subjects, in this case connected to the English subject.

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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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I have no experience of CLIL at all, buy I find It Is and excellent methodology to learn languages. Of course It  requires  a strong  cooperation between teachers that isn't for granted. Nevertheless I will try it!

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I have no experience in the CLIL teaching approach, but I think that children are particularly receptive to learning languages; language skills and multilingual education should be implemented from the pre-school cycle.

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My Closest Experience with CLIL Activities

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My Closest Experience with CLIL Activities

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The closest experience with CLIL activities was in a university course touching upon the notion and implementation of bilingual and multilingual education in diverse classrooms, where I learned how other languages were used in classrooms where half or some students were English-language learners. After seeing how each educator had implemented CLIL into their classroom, what was missing was one component of P21's Framework for 21st-Century Learning, thus being Information, Media and Technology Skills since educational technology and general modern technology was not used as much as it should be. If the third component of the framework been incorporated into what been observed, ELL students would have benefited from incorporating technology as part of their journey to learning the English language while helping the educator learn the student's native language.

—Austin Nicholas Dragoș [United States of America]

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I have been teaching Technologies through a CLIL methodology for several school years and I think that it is a great way of having students practicing languages, resulting in a significant improve on their linguistic skills. The most practical activities are the more succesful ones. I usually involve pupils from the beginning, with activities that appeal their initiative to solve real world problems following the technological process: establishing a need or problem to be solved, looking for information about the problem and about how similar problems were solved in the past, brainstorming about possible solutions, creating sketches and budgets of possible pototypes, constructing the prototypes and evaluating them.

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I used clil when I teach about greek as a language that borrowed terms/words to and from other languages in the diachrony but not in a degree that I can say much.

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I think this approach CLIL is interesting because of its benefits especially on the double learning point: knowledge and language.

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I find it a good way to focus on a subject i provino yogur language competence

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In my teaching practice I use this approach from time to time, but I am aware that it is very effective both to increase the motivation of my students and to learn a foreign language more easily.

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I will use CLIL with history lessons and Civil lessons.

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I have never experienced CLIL during my lesson, but I think I may use this methodology especially for my geography lessons. This year we are going to introduce the European Union and all the States: it would be great to set a plan of lesson in foreing languages (Identity Cards of the States, or stories about some people living in the capital cities).
My students will probably feel a bit confused at the beginning, because they consider english/french/german as a particular subject. But it would be great for them to show how things can be mixed up and how some competences you own can be useful for a lot of different tasks. Our brain doesn't work in a stiff way: if we give students safe occasions to be creative, they can surprise us.

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I used CLIL in my lessons of "German as a Second Language" using pictures to describe and to tell storys in English.
I liked the presentation of those activities and I would like to work with it in the future.

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I do have experience with CLIL activities. I usually work with art during my English class. It is really useful to do activities in pairs or small group and make them compete with each other. There is nothing as exciting as the joy of winning. What work less well is that sometimes some students get mad at each other, or if they lose the feel bad. For this reason is important to create an activity where everybody have the chance to win. It is also important to give clear instructions and roles for each student in the group. With art activities involving painting you also have to deal with dirtiness. Some students do not clean or make a mess on purpose, or paint everything and everyone just to make a joke.

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I have no CLIC experience, I don't think anyone in my school uses it and, as much as I know, most of the schools in CRoatia don't practice it. One of the main reasons is, I think, the fact that lessons in Croatian schools must be performed in Croatian language (with some exepctions like minority classrooms, foreign language clasees...). However, I think CLIC is a great way to teach - maybe not all the time but some classes of some subjects for sure. My main problem would be my own and students knowledge of the foreign language I would teach in.

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I have been using CLIL in my lessons, includong Biology, Social Sciences, History, Art and Tachnology.

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I sometimes use it. For example when I finish countries and nationalities,I want studemnts to work in a group and organize an international sports evidence. I want them to choose the countries,professions and book the tickets,set the hotel etc

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I've been using CLIL in my lessons for a few years and the fact is that it works and is doable.
The major problem I have found so far is that
there are different levels of the language within a class. However, we can also see it as an asset if students work together and help each other. This way some obstacles can be surpassed and learners gain more confidence and understanding of the language they are using and f the activity they are involved in. The last activity was a field trip to London all prepared by the students. It took place before Covid and it was amazing.

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I teach English as a foreign language in Italy and I use CLIL methodology in most of my lessons. You can find the CLIL activities I have created using different apps and materials in my website:
https://emilianarufo.wordpress.com/

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I have no experience so far, but I think it is worth having a try.  The difficulty, as shown in the video, is to combine didactics of the subject with didactics of language teaching. The best would be to prepare such lessons in a team.

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I do not work in the field of language teaching, my students use different languages ​​in the eTwinning project I am running this year. The knowledge I gained from this course and the sharing of my colleagues will be instructive.

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I used CLIL method in my class to introduce some new topics, as the origin of novel. But I'd like to try mixing CLIL and Latin teaching to engage the students in a new way.

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I've been implementing CLIL methodology in my classes for many years now. The last time we have been into media-literacy and disinformation.With my students we have collected the data about the topic and had online trainings on it. Then we have played the game ''Fake or Real'' it was so much fun and we have learned a lot by using second language(English)

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I have been applying CLIL methodology for 3 years and when I was a senior student at education faculty, I had an opportunity to observe English classes where CLIL is applied. I find it very useful for me and my students. They use English as a tool while communicating about the content and these contents trigger critical thinking. They think about content, discuss the key points and if they encounter a problem, they try to give solutions. Also, the materials that is prepared for CLIL makes my students question their background knowledge, too. However, there are some problems that most teachers and students reflect. Last year, we have carried out research related to the difficulties faced by teachers applying CLIL. It's name is Technology acceptance and usage behaviour of content and language integrated learning teachers in Turkey.

The link; http://journal2.uad.ac.id/index.php/eltej/article/view/4269

For those who want to read the difficulties faced by
teachers and their opinions related to CLIL methodology can read.

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Technology acceptance and usage behaviour of content and language integrated learning teachers in Turkey | Koç | English Language Teaching Educational Journal

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Ajibade, P. (2018). Technology acceptance model limitations and criticisms: Exploring the practical applications and use in technology-related studies, mixed-method, and qualitative researches. Library Philosophy and Practice, 1-13. Retrieved from https://core.ac.uk/download/pdf/189486068.pdf Banegas, D. L. (2012). CLIL teacher development: Challenges and experiences. Latin American Journal of Content & Language Integrated Learning, 5(1), 46-56.

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I like CLIL activities a lot, but the problem I see is when there are different levels of the language in which the class is taught (English) and also different languages ​​by the students, primarily Moroccan, in my case.

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I use CLIL in the lessons. I think it's a really nice methodology to develop language competences and intigrate students from other countries.
I use this approach when I realise projects (usually international) and have a group of students from different countries. The language of instructions is English but there are some specific issues which have to be explained in mother tongue and it's a great fun when other students remember and use words in other languages during the collaboration.

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I have no experience in using CLIL, but in an Etwinning project, my 5-6 year old students had an online meeting with children of the same age who spoke English. I used a lot of concrete, visual material so that it could be understood. I also used expressions, words in English, but accompanied by visual support, because for young children, non-English speakers it is more difficult to understand the concepts.

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I can say that I use this type of approach in my eTwinning projects, where we tackle different subjects. However, I used to teach Business English to corporate employees. I sometimes include in my English classes, lessons with different topics such as global citizenship, climate change and the students are enthusiastic. A good source of inspiration could be Teaching with Europeana.

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I work as an ELT in a VET school. I teach Maritime English as well as English, so I always use CLIL activities in my classes. My students are more enthusiastic in CLIL lessons and they find them more interesting.

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I do not have any experience with CLIL, just little when I worked on eTwinning activities. It seems to be interesting. Sometimes I use some Hungarian words and my pupil just look at me (strange) and they just smile. Hungarian language is very difficult. I use sometime some German word for my student, but I did not have classes only in English. I must try!

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I have been teaching CLIL lessons as an integral part of English language teaching for over two years now. The topics vary from citizenship to biology lessons, personal and social growth, ICT (Internet safety tips) to art and design (landmarks). My students have hound CLIL teaching very practical I think. I am looking forward to see through this module how I can improve my teaching methods.

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I use CLIL in two types of activities:
1. I teach "Debate" courses in English, and both theory and the actual debate rounds develop in English. The topics are diverse, regarding different social, cultural and scientific domains. Thus, students access all types of reliable resources, take notes, construct their case and then debate it.
2. Secondly, I teach "Business English" to adult learners. As I like to say, teaching Business English is 75% Economics and 25% English! :) This activity requires a lot of preparation, especially when I have to deal with collocations and buzz words. As an example, I had a hard time with the expression "blue-chip company", which I knew meant a very profitable, solid company, but having used my students to be inquisitive (as I am), I wanted to know where the term came from. About 15 years ago, it had been a challenge, but I succeeded to find out: Oliver Gingold coined the term, in 1920, as in reference to casino chips, where the blue ones hold the highest value. (I've never been in a casino, myself!)
As a conclusion, CLIL means a lot of work, is more, a lot more, than simply teaching a foreign language and supposes a solid cultural background. But it is highly rewarding!

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I am a foreign language teacher, but this year I'm going to help other teachers with some CLIL activities.

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I haven't been using CLIL so I can express my opinion about it's use.

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I used Clil activities to teach geographyHistory together with the geography / history teacher. Students improved their knowledge of vocabulary related to the topics taught.

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I have been using CLIL in PC for several years, and it works quite well, as English is the common tongue in the scientific world. My main concern is usually conving students to actually choose this option instead of the pure Spanish one, as some of them sometimes try to work as little effort as possible.

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I use CLIL activities several times during the school year and my students love it! I teach English and I often colaborate with other teachers. It makes my lessons "different" from what the students are used to.

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I definitely love CLIL activities and my students simply adore them Topics are common  and well known :pollution, gardening , saving animals/ feeding them/, building nests ,digital projects,etc

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I definitely love CLIL activities and my students simply adore them Topics are common  and well known :pollution, gardening , saving animals/ feeding them/, building nests ,digital projects,etc

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Unfortortunalety,I don 't have any experience with CLIL activites.Because of my job in school .But I find it very useful.

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Unfortortunalety,I don 't have any experience with CLIL activites.Because of my job in school .But I find it very useful.

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Our English projects content is created as a CLIL material. It is a project called EKI and created by Euskal Herriko Ikastolen Elkartea (Basque Schools Association)
All the units of ESL are based in differente subjects.
As an example I have included a video of 13 years old students "We' ve got talent!" show .They had learnt musical elements, instruments, writing group biographies.. so, in their performance we can see their presentation video with the group' s biography, their performance with life music (they play the piano), and their dance coreography. This perfomance will be judge by the jury formed for three students.

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Sample Word Wall done for a virtual global exchange between Canadian and international students re: SDGs. 

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I think that the methodologies that are promoted to use in CLIL are just GOOD methodologies always but they become crucial in the language development context. I find using a lot of pre-talk where brainstorming on key vocabulary is important especially when in a CLIL context. Key vocabulary for a word wall or anchor chart are displayed and referenced and practised throughout the activities of the classroom (assessment for and as learning). I find CLIL also demands the attention to language focused moments - I used to demonstrate a sample lesson in Geography (taught in German) and when I did I had a regular spot in the room that brought the 'focus on form' moments - teachers (in the roles of students) recognized this patter and they found it helpful.

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As a French teacher, and unfortunately I have never used this pegadogy in French as a foreign language class. but last year, during an etwinning project about digital citizenship, my students used the english language to discuss with foreign partners and to create common products.

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As a teacher of English as a foreign language  I don't normally engage in CLIL activities. In fact, two years ago, it was fun to help a Science teacher plan a unit about the environment, but it was her who addressed to the students in English and this was new to her and the students as well. We did it together because in Portugal we also talk about the subject in EFL, so it was great to have her as a "partner in crime". I realised that their engagement in my English class was faster and higher because we were talking about the same ideas at the same time in both subjects. There was even a day I was in her class, which was great because the students could ask for our assistance and were aware that even a Science teacher can be proficient in English while teaching environment related issues.

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I love using CLIL activities especially when I have the chance to collaborate with the primary teachers from my school. If they teach students about the seasons, I do the same thing is English.

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I have good experience in working in bilingual projects using a CLIL methodology. Even though I am a language teacher and I dont have to use English to teach a non- linguistic subject, I have always approached the teaching of Englisg using CLIL methodology strategies. For example teaching the use of different verbal tenses through the learning of a specific topic like festivals around the world. I present the topic to the class and they do research on various aspects of the topic that then present to the classroom. Students normally prepare a presentation of a festival typical in their countries and can use vocabulary and sentences from their own language. So we end up learning English and other languages expressions around the learning of a topic. Learning languages through content. A great supporter and promoter of CLIL activities!

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Last year I taught citizenship and we did some activities in English instead of using Portuguese (our mother tongue). We watched some videos related to the Human Rights and the students were supposed to write the list of the Human Rights and sum up the main ideas.

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I'm a great fan of CLIL! It is the shortest cut to natural acquisition! Although my position at school is "English teacher", I hardly teach any English at all. I only try to raise awareness about global issues and facilitate the class to do research and make presentations on what they discover. My classes are diverse so every language is welcome!

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I often use Clil approach in my class. Usually I use it for Art or History. Also for eTwinning projects. I think it's a wonderful way to teach a foreign language to students

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I also use CLIL activities during my classes and I consider it`s a great way to improve their universal knowledge about various fields.

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I have some experience with CLIL activities, because I sometimes use this approach in my lessons. For example, in literature, I prefer to teach Greek poetry to my multilingual class by using multiple translations of the same poem.

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I think the best CLIL activities are related with group work allowing the access to internet. We can give some tasks for homework and the students have to expose the work to the colleagues.

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I'm a big fan of CLIL but have sadly not been able to use it a lot, because I am mainly teaching English at the moment. The few CLIL lessons I did do, I enjoyed throughly; I also believe they were beneficial to the students' learning.

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I don't have any experience with CLIL activities. My main concern is the depth of the knowledge.

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Fortunately, textbooks at present offer a large amount of CLIL projects for practice. Generally, asking for some specific information, and allowing time to surf the Internet as homework, then, share next day, and give positive marking to the ones who have contributed some facts to open up some discussion. This activity usually works, and can be used as the first step towards a more consistent task-based or content-based learning.

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Jordan
I usually used it in Sciencetific terms in higher level school students

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I often use the CLIL approach since I teach in a vocational school and we teach ESP that includes issues about business administration, engineering and electricity. Role plays and speaking activities in general work quite well, but students need to have reached a certain level of the second language in order to be engaged in CLIL activities.

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I often use CLIL activities in  my lessons when discussing a certain environmental problem, its cause and effect. Students react positively.

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I frequently use CLIL in my lessons. For example, the topic Environment is present in almost all textbooks, at all levels. We use a lot of geographical terms, explain things they learn in the physics classes, by using the English language. In this way, students learn without realising it, since new information that is integrated in real contexts is better kept in mind and soul. On the other hand, students may not understand the key concepts as well as if they were explained in their mother tongue.