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Because over fifty percent of people know at least two languages, educators are more likely to have bilingual students than not.[1] In fact, the number of bilingual people in the U.S. is at an all-time high-about 64.7 million people ages five and up speak more than one language fluently.[2] For this reason, it's important to not only know how to reach these students but to debunk stereotypes surrounding bilingual education.

A common belief among teachers, for example, is that bilingual students have a harder time learning to read than students who only know one language. Yet all research points to the exact opposite-not only that, but bilingual students pick up certain pre-reading skills faster than their monolingual classmates. In fact, bilingualism is associated with many other cognitive benefits like stronger multitasking skills, creativity, and working memory.

Read on to discover the science behind literacy development and why it puts bilingual students at an advantage. Then, learn strategies to help bilingual students use their strengths to develop biliteracy.

Understanding the Stages of Reading Development

While students usually aren't taught how to read until kindergarten, their path to literacy starts much earlier. According to Dr. Nell Duke, an early literacy researcher at the University of Michigan, language and literacy development may even begin before children are born-reading to babies in the womb "does seem to have some sort of... a positive memory or association" with reading.[3] Through infancy, children begin experimenting with language by making nonsensical sounds and eventually forming words.[4] And although learning to talk might not directly involve reading, oral language is a key milestone for early literacy development.

Educational researchers have pinpointed several pre-reading skills that children can-and often should-develop before they start reading at four or five, including:

Learning new vocabulary words

Phonological awareness, or the ability to distinguish sounds from one another

Listening comprehension

Knowing what books are and how to hold them

Blending sounds into complex words (e.g. "run" + "ning" = running)

You can think of these reading readiness skills as the building blocks of literacy, or metalinguistic skills. Metalinguistics is the understanding of a language's structure on a verbal and, eventually, written level. Without a strong understanding of how to speak and understand a language on this level, students cannot learn how to read.

Traditionalists often discourage parents of young children from teaching their students anything connected to reading until kindergarten. But students are already learning pre-reading skills on their own and can benefit greatly from instruction. Parents and teachers can help young children develop these skills in a variety of age-appropriate ways, from reading aloud to teaching students a new word every day.

How Bilingualism Puts Emergent Readers at An Advantage

To fully grasp the benefits, it's important to understand what we're talking about when we say "bilingual." The definition of bilingual is a person fluent in two or more languages. From there, bilinguals can fall into two categories: simultaneous and sequential. Simultaneous bilinguals begin learning two languages from birth or before age three, and sequential bilinguals learn a second language later on. Both subsets suffer from the misunderstanding that knowing two languages makes learning to read difficult.

But one of the key advantages of being bilingual is actually literacy acquisition, and the reason ties back to metalinguistics. Bilingual students develop metalinguistic skills at an earlier age than most other children.[5] Linguists believe that because they're exposed to multiple languages at a young age, they're better equipped to pick up on word structure. This can help bilingual students develop phonological awareness skills, an essential pre-reading ability, faster than their peers.

A higher vocabulary range is another benefit of bilingualism that plays into literacy development.[6] Bilingual students are usually exposed to more words in both languages than children who only speak their native language. For this reason, they're more likely to learn the equivalent of any word they pick up in the opposite language. Because they're already familiar with more of their vocabulary words, spelling words and learning the alphabet comes more naturally. Plus, they'll be predisposed to spelling more complex vocabulary words in later grades.

How prevalent these reading advantages are depends on several factors, especially how similar the languages a bilingual student speaks are. A student who speaks both Spanish and Portuguese, for example, will pick literacy up faster in either language than a student who speaks Chinese and English. These benefits will also usually be more prominent if the student has a strong, though not necessarily equal, grasp on both languages. Any level of bilingualism, however, can strengthen a student's vocabulary range and metalinguistic ability.[7]

More Cognitive Benefits of Being Bilingual

Although early linguists thought second language acquisition caused developmental delays, contemporary research shows that this couldn't be further from the truth.[8] In school and beyond, bilingual students are equipped with many unique strengths. For example, bilingual students usually have stronger working memories and attention spans.[9] These skills alone can lead to both academic and behavioral gains as well as a stronger learning environment in your classroom.

Bilingual students also outperform monolingual students on tasks that require executive control.[10] This refers to self-discipline, perseverance, and other skills that help students achieve their goals. When combined with the higher abstract thinking skills these students develop, bilingual students often have the intellect and motivation to take on complex school assignments.[11]

And the advantages don't stop at academic achievement. Bilingual people exhibit more creativity than monolingual counterparts, which can bring as much fulfillment as it does success. They're also better at multitasking and conflict resolution, skills that benefit others as much as themselves.[12,13] Best of all, bilingualism is linked to a reduced likelihood for cognitive decline later on.[14] The cognitive benefits of bilingualism support students throughout their entire lives, from birth to old age.[15]

In a nutshell, advantages of being bilingual include heightened:

Executive thinking skills

Working memories and attention spans

Abstract thinking skills

Multitasking

Conflict resolution skills

When it comes to simultaneous vs sequential bilingualism, both experience similar effects. While simultaneous bilinguals have these benefits longer, sequential bilinguals pick them up quickly while learning a second language. The cognitive benefits also transcend socioeconomic status or other cultural factors, suggesting that any level of bilingualism is profoundly positive.

Why Bilingual Students Need to Learn Biliteracy, Too

"Literacy and language," according to early reading professor Dr. Nell Duke, "always develop in a cultural space."[16] Bilingual students are able to develop stronger literacy skills if they can learn to read in both languages they speak. In a meta-analysis of teaching bilingual students to read, no studies found English-language only literacy education to be superior and the majority saw greater gains in bilingual classrooms.[17]

The reason for this is best explained when defining biliteracy. Biliteracy is the ability to read and write in two or more languages. Although it may sound strange, it's entirely possible for a student to be bilingual but not biliterate. While language development in young children gives them the metalinguistic skills, they might not learn the spelling or grammatical rules of a language on their own.

But because many reading skills are transferable, students who learn to read in both languages develop stronger literacy gains.[18] The more lessons they receive in phonological awareness, vocabulary memorization, and other metalinguistic skills in both languages, the faster they'll learn to read. Without proper instruction, however, their literacy in one language may become stunted or even nonexistent.

For an average teacher who doesn't teach in a dual-immersion classroom, however, knowing where biliteracy fits into your curriculum can be tough. But monolingual teachers can find ways to foster biliteracy for their multilingual students. Even small things, like teaching bilingual students vocabulary words or assigning books in both languages that they speak, can help them become biliterate.[19]

How to Help Bilingual Students Gain Reading Fluency

Bilingual students can not only learn to read as well as their monolingual peers but even surpass them. You can take steps as an educator to help them develop pre-reading skills, especially if you're teaching a predominantly bilingual classroom.

Here are a few fun reading activities and tips made with bilingual learners in mind:

Thematic spelling units can be especially useful for bilingual students. You could, for example, have an animal unit with words like "bear" and "dog" to help bilingual students contextualize new vocabulary words[20]

In addition to classroom instruction, offer one-on-one tutoring and take-home library books to strengthen any weaknesses and promote parent engagement[21]

If possible, give students reading assignments in their native and second language. Bilingual students learn to read faster if they're able to develop biliteracy[22]

Consider any major differences between the student's native language and the language spoken in class if they are different. If your student's native language is Russian, for example, you might spend extra time helping them learn to write the English alphabet[23]

Once your students have developed core literacy skills, have them practice reading aloud to a partner. Not only will students be able to correct each other's mistakes, but they may feel more confident reading with a peer[24]

Sources:
Ansaldo, A. I., Marcotte, K., Scherer, L., & Raboyeau, G. Language therapy and bilingual aphasia: Clinical Implications of psycholinguistic and neuroimaging research. Journal of Neurolinguistics, 2008, 21, 539-557.[1]

Language Magazine. Bilingualism on Steep Rise in U.S. Retrieved from languagemagazine.com: https://www.languagemagazine.com/2016/12/09/bilingualism-steep-rise-u-s/.[2]

Jacobs, L., and Duke, N.K. Pre-K Comprehension Development & Instruction for Ed Equity and Learning. EduTalk Radio, August 2018.[3]

National Association for the Education of Young Children (NAEYC). Learning to Read and Write: What Research Reveals. Retrieved from readingrockets.org: http://www.readingrockets.org/article/learning-read-and-write-what-research-reveals.[4]

Marian, V., and Shook, A. The Cognitive Benefits of Being Bilingual. Cerebrum Magazine, October 2012, 13.[5]

Blom, E., Küntay, A.C., Messer, M., Verhagen, J, and Leseman, P. The benefits of being bilingual: Working memory in bilingual Turkish-Dutch children. Journal of Experimental Child Psychology, December 2014, 128, pp. 105-19.[6]

Gambi, C. Learning to read: does being bilingual help or hinder? Retrieved from http://www.bilingualism-matters.ppls.ed.ac.uk: http://www.bilingualism-matters.ppls.ed.ac.uk/learning-read-bilingual-hinder/.[7]

Barac, R., and Bialystok, E. Cognitive development of bilingual children. Language Teaching Journal, January 2011, 44(1), pp. 36-54.[8]

Adescope, O.O., Lavin, T., and Thompson, T. A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism. Review of Educational Research, June 2010, 80(2).[9]

Bialystok, E. Reshaping the mind: The benefits of bilingualism. Canadian Journal of Experimental Psychology, 2011, 65(4), pp. 229-35.[10]

Barac, R., and Bialystok, E. Cognitive development of bilingual children. Language Teaching Journal, January 2011, 44(1), pp. 36-54.[11]

Irujo, S. What Does Research Tell Us About Teaching Reading to English Language Learners? Retrieved from readingrockets.org: http://www.readingrockets.org/article/what-does-research-tell-us-about-teaching-reading-english-language-learners.[12]

Bialystok, E., and Craik, F.I.M. Cognitive and Linguistic Processing in the Bilingual Mind. Current Directions in Psychological Science, March 2012, 19(1).[13]

Ibid.[14]

Irujo, S. What Does Research Tell Us About Teaching Reading to English Language Learners? Retrieved from readingrockets.org: http://www.readingrockets.org/article/what-does-research-tell-us-about-teaching-reading-english-language-learners.[15]

Barac, R., and Bialystok, E. Cognitive development of bilingual children, pp. 36-54.[16]

Jacobs, L., and Duke, N.K. Pre-K Comprehension Development & Instruction for Ed Equity and Learning. EduTalk Radio, August 2018.[17]

Bialystok, E., McBride-Chang, C. and Luk, G. Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems. Journal of Educational Psychology, 2004, 97(4), pp. 580-590.[18]

Ibid.[19]

Colorín Colorado. Reading in Kindergarten. Retrieved from colorincolorado.org: http://www.colorincolorado.org/article/reading-kindergarten.[20]

Slavin, R.E., and Cheung, A. How Do English Language Learners Learn to Read? Retrieved from reasearchgate.net: https://www.researchgate.net/profile/Alan_Cheung2/publication/246389232_How_Do_English_Language_Learners_Learn_to_Read/links/549953520cf21eb3df5fbc7b/How-Do-English-Language-Learners-Learn-to-Read.pdf.[21]

Bialystok, E., McBride-Chang, C. and Luk, G. Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems, pp. 580-590.[22]

Hartano, A., and Yang, H. Disparate bilingual experiences modulate task-switching advantages: A diffusion-model analysis of the effects of interactional context on switch costs. Cognition, May 2016, 150, pp. 10-19.[23]

Campbell, R., and Sais, E. Accelerated metalinguistic (phonological) awareness in bilingual children. Developmental Psychology, March 1995, 13(1), pp. 61-68.[24]

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Advantage of Bilingual Students Learning to Read - Waterford.org

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Discover the science behind learning how to read and why it puts bilingual students at an advantage, then learn tips to help your students gain biliteracy.

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Approximately 5 million students in the United States are English language learners, and the number of English language learners (ELLs) in the US public school system continues to rise steadily, especially in more urbanized school districts.

According to the National Center for Education Statistics (NCES), students who speak English as a second language are more likely to struggle with academics, and only about 67 percent will graduate from public high school in four years-whereas the average for all students is 84 percent. ELL students can better develop their English proficiency and close the gap in achievement by participating in language assistance programs or bilingual education programs, the NCES explains.

The benefits of bilingual education can begin with students in elementary school and follow them throughout their lives. Education's impact can lead to a variety of outcomes depending on whether ELL students learn English in a monolingual or bilingual environment. Educators in diverse classrooms or working as school leaders should consider the benefits of bilingual education when creating curricula and establishing desired student learning outcomes.

What Is Bilingual Education?

While bilingual education can take many forms, it strives to incorporate multiple languages into the process of teaching. For example, since there is such a large Spanish-speaking population in the United States, many primary and secondary school students can benefit from educational environments where they are learning in both English and Spanish.

Bilingual education can often be the most effective when children are beginning preschool or elementary school. If children grow up speaking Spanish as their primary language, it can be difficult for them to be placed in English-speaking elementary schools and be expected to understand their teachers and classmates. In a bilingual classroom, however, young students can further establish their foundation of Spanish as well as English, better preparing them for the rest of their education.

Of course, this works for students who begin school speaking any language as their primary language. Children whose parents have come to the United States from another country may have limited English skills when they first begin elementary school. Teachers working in bilingual education classrooms will balance their use of two languages when teaching math, science, history, and other subjects to help these students develop a stronger foundation of their first language as well as English as their second language.

Academic Benefits

Students can benefit in many ways from participating in bilingual education programs or classrooms. Some of the benefits of bilingual education relate to intellect. For example, research has shown that students who can speak and write in multiple languages have cognitive advantages over their monolingual peers. Those who learn a second or third language from a young age are able to develop communication skills and a higher degree of literacy. Children who grow up in bilingual environments develop a keen awareness of how language works and have a stronger foundation for learning additional languages in the future.

Students can also benefit academically from bilingual education. Students who pursue higher education are typically required to take a foreign language at the collegiate level, so those who have been exposed to bilingual educational environments before college-and speak two or more languages-have an advantage over their peers. They can advance in their studies and feel comfortable with multiple communities of students on their campuses.

Students who are exposed to multiple languages throughout high school and college can also have long-term career benefits. Their proficiency in multiple languages is an advantage when they graduate and enter the workplace as professionals. Every industry has a need for effective communicators who can speak multiple languages to meet the needs of the growing number of English language learners in the United States. International operations also have a great need for professionals who can speak multiple languages and represent US-based organizations and companies.

Growth beyond Academics

While there are many benefits of bilingual education related to school and work, bilingual education programs also have a huge impact on students' cultural and social growth. Children who grow up speaking English as a second language often come from culturally diverse backgrounds. Incorporating cultural education in the classroom can help create enriching academic experiences for all students.

Exploring multiple languages in the classroom provides a foundation for cultural education that allows students to learn and grow alongside classmates from a different cultural background. As a result, students learn to become more adaptable and more aware of the world around them.

To encourage the academic and cultural development of students in bilingual education settings, teachers should have a strong foundation in education and leadership. They should demonstrate a passion for teaching as well as an understanding of how language and culture work together in their students' academic journeys. Educators should be aware of the role that policies play in the educational environments they cultivate and have an understanding of how to best represent their students' cultural backgrounds.

Pursue a Master of Arts in Teaching or Master of Education in Education Policy and Leadership

To implement the best teaching practices in bilingual education classrooms, teachers should be equipped with a foundation in transformational leadership and cultural awareness. To that end, teachers looking to have a meaningful impact on the lives of their students can further their own education and pursue an advanced degree in education policy and leadership. Through programs like American University's Master of Arts in Teaching and Master of Education in Education Policy and Leadership, educators can broaden their worldviews, engaging in topics such as education law and policy, quantitative research in education, and educational leadership and organizational change.

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The Benefits of Bilingual Education | American University

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Explore the benefits of a bilingual education to a student's academic progress, career success, and personal growth. Read the blog by AU to learn more.

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The article emphasizes the importance of providing multilingual support in classrooms to enhance learners' access to the curriculum and improve their proficiency in English as an Additional Language (EAL). It advocates for a holistic approach that acknowledges all languages in a learner's repertoire, encouraging practices like codeswitching and translanguaging to facilitate deeper understanding of concepts. Bilingualism not only aids in educational attainment but also strengthens cognitive abilities and fosters a learner’s sense of identity. It highlights the crucial role of bilingual teaching assistants in supporting learners through various strategies, such as pre-teaching concepts in the first language and fostering home-school communication. Ultimately, the article stresses that valuing linguistic diversity enriches the educational experience and leads to better academic outcomes for all students.

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Why provide multilingual support in school?

Research shows that it is beneficial to provide opportunities for learners to use all their languages to both access the curriculum and to develop their proficiency in English as an Additional Language (EAL). This is because learners' expertise in their first language/s, for instance, grammatical knowledge, can be used to develop expertise in English also.

In contrast to more traditional approaches that look at one language at a time, Cenoz & Gorter (2011) 'propose a holistic approach that takes into account all of the languages in the learner's repertoire'. They warn against 'the monolingual bias' and explore helpful multilingual practices such as codeswitching and translanguaging, which can be extremely useful in the classroom.

Whilst the benefits of using the first language/s may seem more obvious for learners who are New to English, they also apply to more advanced EAL learners, who may be able to use their first or other languages they know to discuss new concepts and hypotheses in subjects such as science and history; this will enable learners to articulate their thinking at a higher level.

What are the advantages of being multilingual?

There are many advantages of being bilingual or multilingual - and therefore many reasons why schools should attempt to support and develop the full linguistic repertoire of their learners:

Knowing more than one language is a great skill and asset, to be valued and viewed positively; there are many research findings about the benefits of being bilingual linked to creativity (Marian & Shook, 2012), the delay of brain ageing (Bialystok et al, 2004) amongst others

Maintaining and developing skills in the learner's first language will aid the acquisition of English

The first language and other languages that they know provides a means for learners New to English to develop new concepts

Bilingualism has a positive effect on educational attainment when both languages are developed to an academic level

If learners arrive with a solid foundation in their first language and/or other languages, they can transfer the skills learned in one language to help them develop stronger language and literacy abilities in English. Research shows that there is a variation in the attainment of children from particular language groups, with three groups (i.e. Tamil, Chinese and Hindi) having Key Stage 2 attainment above the national expected standard. However, six language groups (i.e. Pashto, Panjabi, Turkish, Portuguese, Czech and Slovak) have attainment below the national expected standard; this suggests that schools need to have full information about learners' language profiles in order to target EAL support most effectively. Further information can be found in the report ' Educational Outcomes of Children with English as an Additional Language' Jo Hutchinson, Education Policy Institute and the Learners with Limited First Language Literacy page.

In his analysis of the National Pupil Database, Strand (2015) found that within the White Other ethnic group, English, Russian, Spanish, French and Italian speakers attained equally well at school overall, with Spanish, Russian and Italian speakers doing better than monolingual English speakers. However, a number of other language groups (e.g. Lithuanian, Polish, Albanian and Romanian) did less well or significantly less well.

In addition, Strand (2015) found that within the Black African ethnic group, there were noticeable differences in attainment depending on language groups, e.g. Igbo and Yoruba speakers achieve as well as English speakers at Key Stage 2 whilst Somali, Lingala and Portuguese speakers achieve less well than Black African English speakers at Key Stage 4.

The first language plays a central role in the learner's sense of identity

Bilingual learners may be able to learn a third language more easily. Research from Abu-Rabia & Sanitsky (2011) found that 'fluency and skills in one language assist in the language acquisition of a second language, and possessing skills in two languages can boost the learning process of a third language' because languages reinforce and strengthen one another in terms of phonology, morphology and syntax.

Which pupils will benefit from multilingual support?

Pupils using EAL form a diverse group; more information please visit the Diversity of EAL Learners page. Exploring learners' language backgrounds is essential and ideas to help with this can be found in the New Arrivals and EAL Assessment pages. In order to value linguistic diversity and build on the learners' prior language skills, teachers should find out as much as they can about learners' other languages. The more the school engages with parents and learners in a dialogue about home languages, the more accurate their picture of the learner will be and therefore the better the bilingual support which can be provided for the pupil. The use of interpreters is recommended to ensure that the quality of discussions with parents and pupils is optimal.

What opportunities are there for using the first language for learning?

Discussion in the first language or another language the learner knows with a peer who shares that language (e.g. during a science investigation)

Researching a topic in first language

Using a bilingual dictionary (e.g. to translate a list of key topic words or for the pupil to use independently)

Making their own bilingual glossary

Sharing dual-language books with peers and parents

Writing in their first language (e.g. with L1 peers or independently so the content/concepts can be explored without addressing the English language demands until later)

Listening to stories in the first language (e.g. using the World Stories website or asking multilingual parents to do so)

Why use Bilingual Teaching Assistants?

Bilingual teaching assistants can support learners using their first language or other languages they know. This helps develop a school learning culture which values multilingualism; if teachers and other staff members are also multilingual, these skills can be drawn upon too. Bilingual Teaching Assistants and other multilingual staff have an important role in modelling multilingualism which can encourage learners to draw on their cultural, religious and linguistic knowledge. This helps learners using EAL to access the curriculum and feel more included, leading to higher self-esteem and better academic outcomes.

How can Bilingual Teaching Assistants support pupils' learning?

Bilingual assistants working under the supervision of the class or subject teacher may be able to use the learner's first language to:

Assess prior knowledge from previous education

Assess first language proficiency

Pre-teach concepts in the first language

Translate key words and discuss the meanings with learners

Interpret and explain instructions

Use the first language to explore concepts and develop higher order skills

Support learners in making connections between the first language and English

Translate or interpret examination papers (for example maths SATs)

Assist with teaching home language GCSEs

Raise teachers' expectations about EAL learners' performance by championing the learner's multilingual skills and cognitive ability in the first/second languages

Develop positive home-school communications about learning.

How can Bilingual Teaching Assistants support pupils pastorally?

Bilingual teaching assistants can also assist in pastoral support. They may:

Support the induction of newly arrived EAL learners

Facilitate contact with parents (for example at parents' meetings)

Support schools in developing and extending links with local communities

Liaise with other outside agencies

What are the benefits of bilingual support?

For bilingual teaching assistants to be most effective, planning time with the class/subject teacher is crucial. This enables them to:

Establish and agree the pupil's language and learning needs

Provide information to ensure that the learner's well-being needs can be met

Receive information about the learning objectives in advance of the lessons

Support the teacher in finding learning activities that will develop learners' first language skills

Contribute ideas for assessment for learning

Prepare strategies and resources for targeted learners

Accommodate different learning preferences

Identify, adapt and develop a range of culturally appropriate resources

Provide feedback to teachers on learner progress

Facilitate a positive home-school relationship

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How to Provide Multilingual Support in the Classroom - The Bell Foundation

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How to Provide Multilingual Support in the Classroom Why provide multilingual support in school? Research shows that it is beneficial to provide opportunities for learners to use all their languages to both access the curriculum and to develop their proficiency in English as an Additional Language (EAL).

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3.2. Közösségi és egyéni kétnyelvűség 3.2.1. Egyéni kétnyelvűség Mint láttuk, a kétnyelvű, kétnyelvűség fogalmaknak számos magyarázata létezik. Sok kutatás foglalkozik ma a kétnyelvűség agyi reprezentációjával, ezen a területen azonban még igazán jelentős kutatási potenciál van, ám a technikai lehetőségek az elmúlt évtizedek folyamán új távlatokat nyitottak meg a neurolingvisztikai kutatások előtt, amelyek központjába a beszédvizsgálatok, ezen belül is a kétnyelvű agy vizsgálata került. Korábbi tanulmányok során egyértelműen bebizonyosodott, hogy kétnyelvűek esetében a jobb hemiszféra erőteljesebben vesz részt a nyelvi funkciók használatában, mint egynyelvűeknél (Oksaar, 2003). A két nyelv elhelyezkedése az agyban egymáshoz képest kevéssé függ a második nyelv elsajátításának időpontjától, hanem inkább a második nyelvben elért kompetencia szintjétől. Azoknál az egyéneknél, akik a második nyelvet alacsonyabb szinten bírják, jelentős különbségeket mutatnak az agy aktivációs mintájában az 1. nyelvhez képest, ám csak a nyelv észlelésekor, míg a beszédprodukció területén nem. Ezzel ellentétben azoknak a kísérleti személyeknek az aktivitációs mintájuk, akik mindkét nyelven magas szintű nyelvi ismeretekkel rendelkeztek, hasonló volt akkor is, ha ők a második nyelvet később sajátították el. A második nyelven elért növekvő nyelvi kompetencia hatására hasonló kapcsolatrendszer épül ki az agyban, mint az első nyelv esetében (Herrmann-Fiebach, 2007:72-73, www.phil.uni-sb.de/romanistik/francescini/mehrsprachigkeit.html, 2004), (www.cns.mpg.de/institut/wissenschaft/bilingu d.xml 2004). A következő két képen a beszédprodukció során látható a nyelvek agyi reprezentációja korai és késői kétnyelvűek esetében (Herrmann-Fiebach, 2007:72-73). Az előbbi esetben a beszédreprezentáció egymástól külön zajlik a két nyelv esetében, a másik esetben, tehát a korai kétnyelvűeknél a beszédreprezentációban nagy átfedéssel találkozhatunk.

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Bartha Csilla írása a tárasadalmi kétnylevűség típusairól és főbb vizsgálati kérdéseiről

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Grabovac Beáta írása az egynelvűség, kétnyelvűség és a rövidtávú memória összefüggéseiről

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Content and Language Integrated Learning (CLIL) combines teaching subjects like physics or geography in a foreign language with learning that language through content-based study. This approach has gained importance due to the increasing need for multilingual communication, especially in Europe, where diverse languages are integral to education. CLIL enhances motivation and engagement by using real-life contexts, allowing students to develop fluency in a foreign language while acquiring subject knowledge over a long-term period. While the methodology presents numerous advantages, including improved cultural awareness and language competence, its implementation faces challenges such as resistance from educators and a lack of training programs. Nonetheless, CLIL is gradually being adopted across Europe, driven by initiatives that aim to integrate language education into various curricula.

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In ELT, forms of CLIL have previously been known as ' Content-based instruction', 'English across the curriculum' and 'Bilingual education'.

Why is CLIL important?
With the expansion of the European Union, diversity of language and the need for communication are seen as central issues.

Even with English as the main language, other languages are unlikely to disappear. Some countries have strong views regarding the use of other languages within their borders.

With increased contact between countries, there will be an increase in the need for communicative skills in a second or third language.

Languages will play a key role in curricula across Europe. Attention needs to be given to the training of teachers and the development of frameworks and methods which will improve the quality of language education

The European Commission has been looking into the state of bilingualism and language education since the 1990s, and has a clear vision of a multilingual Europe in which people can function in two or three languages.

How does CLIL work?
The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners.

Knowledge of the language becomes the means of learning content

Language is integrated into the broad curriculum

Learning is improved through increased motivation and the study of natural language seen in context. When learners are interested in a topic they are motivated to acquire language to communicate

CLIL is based on language acquisition rather than enforced learning

Language is seen in real-life situations in which students can acquire the language. This is natural language development which builds on other forms of learning

CLIL is long-term learning. Students become academically proficient in English after 5-7 years in a good bilingual programme

Fluency is more important than accuracy and errors are a natural part of language learning. Learners develop fluency in English by using English to communicate for a variety of purposes

Reading is the essential skill.

CLIL helps to:

Introduce the wider cultural context

Prepare for internationalisation

Access International Certification and enhance the school profile

Improve overall and specific language competence

Prepare for future studies and / or working life

Develop multilingual interests and attitudes

Diversify methods & forms of classroom teaching and learning

Increase learner motivation.

CLIL in the classroom
CLIL assumes that subject teachers are able to exploit opportunities for language learning. The best and most common opportunities arise through reading texts. CLIL draws on the lexical approach, encouraging learners to notice language while reading. Here is a paragraph from a text on fashion:

The miniskirt is a skirt whose hemline is high above the knees (generally 200-300 mm above knee-level). Its existence is generally credited to the fashion designer Mary Quant, who was inspired by the Mini Cooper automobile, although André Courrèges is also often cited as its inventor, and there is disagreement as to who invented it first.

The language to be looked at in a passage like this falls into three categories - subject specific, academic and other lexis including fixed expressions and collocations:

The treatment of this lexis has the following features:

Noticing of the language by the learners

Focus on lexis rather than grammar

Focus on language related to the subject. Level and grading are unimportant

Pre-, while- and post-reading tasks are as appropriate in the subject context as in the language context.

The future of CLIL
There is no doubt that learning a language and learning through a language are concurrent processes, but implementing CLIL requires a rethink of the traditional concepts of the language classroom and the language teacher. The immediate obstacles seem to be:

Opposition to language teaching by subject teachers may come from language teachers themselves. Subject teachers may be unwilling to take on the responsibility.

Most current CLIL programmes are experimental. There are few sound research-based empirical studies, while CLIL-type bilingual programmes are mainly seen to be marketable products in the private sector.

CLIL is based on language acquisition, but in monolingual situations, a good deal of conscious learning is involved, demanding skills from the subject teacher.

The lack of CLIL teacher-training programmes suggests that the majority of teachers working on bilingual programmes may be ill-equipped to do the job adequately.

There is little evidence to suggest that understanding of content is not reduced by lack of language competence. Current opinion seems to be that language ability can only be increased by content-based learning after a certain stage.

Some aspects of CLIL are unnatural; such as the appreciation of the literature and culture of the learner's own country through a second language.

Until CLIL training for teachers and materials issues are resolved, the immediate future remains with parallel rather than integrated content and language learning. However, the need for language teaching reform in the face of Europeanisation may make CLIL a common feature of many European education systems in the future.

Where is CLIL happening?
CLIL has precedents in immersion programmes (North America) and education through a minority or a national language (Spain, Wales, France), and many variations on education through a 'foreign' language. Euro-funded projects show that CLIL or similar systems are being applied in some countries, but are not part of teacher-training programmes. There has been an increase in the number of schools offering 'alternative' bilingual curricula, and some research into training and methodology. Several major European organisations specialising in CLIL projects have emerged, including UNICOM, EuroCLIC and TIE-CLIL (see web references for details).

In the UK the incentive comes from the Content and Language Integration Project (CLIP) hosted by CILT, (the National Centre for Languages) which is the UK government's centre of expertise on languages. CILT monitors a number of projects covering the 7-16 age range and involving innovations in language teaching such as the integration of French into the primary curriculum. Other research is based at the University of Nottingham, while teacher training and development courses in CLIL are available through NILE (the Norwich Institute for Language Education).

Further reading
Translanguage in Europe www.tieclil.org
Centre for Information on Language, Teaching and Research www.cilt.org.uk
Forum for Across the Curriculum Teaching www.factworld.info
The BBC and British Council are not responsible for the content of external web sites, neither do we endorse them. These are the recommendations of the writer.

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Content and Language Integrated Learning

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In ELT, forms of CLIL have previously been known as 'Content-based instruction', 'English across the curriculum' and 'Bilingual education'. Why is CLIL important? How does CLIL work? The advantages of CLIL CLIL in the classroom The future of CLIL Where is CLIL happening?

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Many of our primary and secondary coursebooks support Content and Language Integrated Learning (CLIL).

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Many of our primary and secondary coursebooks support Content and Language Integrated Learning (CLIL).

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CLIL: Content and Language Integrated Learning

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Successful transitions across educational stage

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ECML/CELV > ECML-Programme > Programme 2020-2023 > CLIL in languages other than English > RELATED THEMES AND PUBLICATIONS

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European Centre for Modern Languages (ECML), Centre européen pour les langues vivantes (CELV)

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Jó-e az, ha nem az idegen, illetve környezetnyelvet tanítják tantárgyon keresztül, hanem a tantárgyat egy másik nyelven keresztül?

Szakközépiskolai tanárként szívesen végzek el olyan online kurzusokat, amelyek új módszerekre tanítanak meg, hogy mindennapi oktató tevékenységemet színesíthessem. Így nem is olyan régen részt vettem egy Teacher Academy-kurzuson, amely annyira elgondolkodtatott, mint még eddig egyik képzésük sem: A CLIL (Content and Language Integrated Learning - Tartalmat és Nyelvet Integráló Tanulás) módszert taglalja, annak módszertanát közvetíti, azaz a nyelvtanítás és a szakmai tartalom összekapcsolásáról van szó.

Viszonylag új ez a módszer, a CLIL kifejezést 1994-ben David Marsh alkotta meg. Én, aki a szakközépiskolában (mint sokan mások itt, Vajdaságban) a szakmai tárgyak egyikét ennél korábban is szerbül tanultam, immár több mint 30 éve, e szerint a módszer szerint sajátítottam el a szerb gazdasági szakkifejezéseket és a könyvvitelt is - anélkül, hogy az adott módszert akkoriban nevén neveztük volna.

A CLIL-megközelítés a kétnyelvű oktatás számos alkalmazható modelljének egyike, az oktatás minden ciklusában alkalmazható, és integrált nyelvi és nem nyelvi tanulást fed le, tehát a CLIL-órákat úgy szervezik, hogy egy vagy több általános tantárgyat részben idegen nyelven oktatnak. Az oktatók nem beszélik kötelezően anyanyelvi szinten az adott nyelvet. A módszer célja tehát nem kizárólag az idegen nyelv oktatása, hanem az adott tantárgy tartalmának elsajátítása is. A CLIL tehát egy olyan oktatási módszertan, amely tanítás helyett a tanulás folyamatát helyezi a középpontba, és a befogadás hatékonyságára koncentrál.

Európa számos országban alkalmazzák ezt a módszert. Magyarországon a nyolcvanas évek vége óta hangsúlyozottan nem a nyelvet tanítják tantárgyon keresztül, hanem a tantárgyat a nyelven keresztül. Az órákon az idegen nyelvet csak 25 százalékban használják, a diákokat anyanyelvükön való megszólalásra is buzdítják az anyanyelvű tanárok, akik az órák csak bizonyos részeit tartják idegen nyelven.

Szerbiában 2000-ben az Oktatási Minisztérium a Világbank és az Európa Tanács segítségével az oktatási rendszer modernizálására indított egy olyan projektet, amely tartalmazta az idegen nyelvek tananyagának korszerűsítését. A kétnyelvű oktatás itt először a 2004/05-ös tanévben került bevezetésre egy belgrádi általános iskolában és egy gimnáziumban francia és olasz nyelven. A 2017/18-as tanévtől viszont már Szerbia más városaiban is alkalmazták: Újvidéken, Karlócán, Valjevóban, Nišben, Pirotban, Szávaszentdemeteren, Zentán, Aleksinacon, Gornji Milanovacon, Szabadkán, Tavankúton, Verbászon és Pancsován is. E módszert itt sem az idegen nyelv új tanítási módszereként alkalmazták, hanem egy olyanként, amely innovatívan kapcsol össze két tanítási módszert. A CLIL tehát lehetőséget ad a tanulók minden képességének kihasználására, azaz minden kompetencia fejlesztésére. Számos tanulmány is készült a módszer hatékonyságáról, amelyben a CLIL tanítási módszer szószólói úgy vélik, hogy a nyelvtanulás és a nyelvtudás fejlesztése mellett a következőket is elősegíti: tartalmi ismeretek elsajátítása, kognitív készségek fejlesztése, kommunikációs érzékenység fejlesztése, metanyelvi képességek fejlesztése, gondolkodási rugalmasság kialakulása, kreativitás fejlesztése.

A szerbiai iskolákban egyre gyakrabban válik gyakorlattá, hogy a tanulók közvetlen kapcsolatba lépnek (akár online, akár középiskolai csereprogramokban) más országok diákjaival, és így az angol vagy más idegen nyelv használatával ismerkednek meg más nemzetek kultúrájával. E célt szolgálják az eTwinning projektek is, amelyek online valósulnak meg két vagy több iskola virtuális találkozói által.

A módszer tehát, ha nem is mindenütt, de jelen van a szerbiai oktatásban is. Ez nehézségeket okozhat a tanulóknak, de kihívást, motivációt is jelenthet. Szabó Mónika közgazdasági technikus a kétezres évek elején fejezte be középiskolai tanulmányait, és az egyik szaktantárgyat mind a négy iskolaévben szerb nyelven tanulta.

- Én jól beszéltem a szerb nyelvet már általános iskolás koromban is, de a szaktantárgy tanulása bizony kezdetben nehézségeket okozott. Nem értettem a szakkifejezéseket, és csak az első iskolaév végén kristályosodott ki, hogy mi mit is jelent, mivel addigra már egyéb, anyanyelven tanult szaktantárgyból is szereztünk ismereteket. A munkám során a szerb szakmai nyelvet használom, természetesen az ügyfelekkel magyarul is beszélek. Ezért nem bánom, hogy már elhelyezkedésemkor tudtam, mi mit jelent. Úgy gondolom, nem lett ez a fajta tanulás a káromra, azt leszámítva, hogy ha az anyanyelvemen tanultam volna, biztosan mind kitűnő osztályzatokat kapok, így meg voltak kicsit gyengébb jegyeim is. Azt gondolom, hogy aki itthon marad, annak mindenképp ismerni kell a szerb nyelvet, sőt szakmai szempontból a szaknyelvet is - mondja.

Börcsök Margarita óbecsei pszichológus szerint a CLIL-módszer esetében a szakmai és a nyelvi ismereteken túl nagyon kell érteni a kétnyelvűség pszichológiáját is.

- Teljesen kétnyelvű szakemberként tapasztalatból és egyetemista gyermekeim tapasztalatából azt mondom, hogy ha valaki itt érvényesülni akar, akkor muszáj tudnia az állam nyelvét. Ha nem tudja, akkor többszörös erőt, időt, ideget, lelkiállapotot, érzelmet kell beleölni, hogy ugyanott legyen, ahol az van, aki a saját nyelvén tanul. Ezért úgy vélem, hogy rögtön az elején a CLIL-lel sem egyenlők a starthelyzetek. A lényeg az, hogy nem a szaktantárgyak másnyelvű tanulásával kell kezdeni a másik nyelv tanulását, ráadásul, ha valaki tudja a nyelvet, az nem jelenti azt, hogy a szaknyelvet is ismeri. A kétnyelvű óvodákban is már teljesen két nyelven kellene tanítani, nemcsak a dalocskákat, hanem mindent. A CLIL lehet jó, ha személyre szabottan működik, és motiváló a tanulók számára, de nem lehet a CLIL-t szerintem külön módszerként tekinteni, hanem sokkal szélesebben, mint általános nyelvtanulást és nyelvtudást, mert nagyon nagy hatása van nemcsak a kognitív képességekre, hanem az egész személyiségre, az önbizalomra, a szocializációra, s így nagy felelősség is - nyilatkozta a pszichológus.
GALGÓ FERENCI Andrea

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Jó-e az, ha nem az idegen, illetve környezetnyelvet tanítják tantárgyon keresztül, hanem a tantárgyat egy másik nyelven keresztül? Szakközépiskolai tanárként szívesen végzek el olyan online kurzusokat, amelyek új módszerekre tanítanak meg, hogy mindennapi oktató tevékenységemet színesíthessem.

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3. rész: A CLIL-óratervezés alapjai – CLIL-HET

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A CLIL-óra megtervezésekor, eltérően a hagyományos óratervezéstől, a szaktárgyi tartalom határozza meg az óra nyelvi követelményeit, és a tanárnak meg kell győződnie arról, hogy a diákok nyelvileg is értik azt a szaktárgyi tartalmat, amelyet a tanár tanít

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Köszönöm a figyelmet! Felhasznált irodalom - Judit Kovács - Éva Trentinné Benkő: The World at Their Feet (Children's Early Competence in Two Languages through Education), 2016. Budapest, Eötvös József Köny- és Lapkiadó Bt. Az óvodai CLIL pedagógus feladata együttműködés az

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Sárosdyné-Szabó J., & Kovács Károlyné (Eds.). (1998). Cross-Curriculum for Bilingual English-Hungarian Primary Teacher Training. 

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Sárosdyné-Szabó J., & Kovács Károlyné (Eds.). (1998). Cross-Curriculum for Bilingual English-Hungarian Primary Teacher Training. 

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Hungarian Primary Teacher Training. Kereszt-tanterv és Jegyzet az angol-magyar kéttannyelvű

általános iskolákban tanítók képzéséhez. Budapest: Budapesti Tanítóképző Főiskola.

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Noé Zs. (2014). Egy gyermek – Két nyelv. One child – Two languages

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Noé Zs. (2014). Egy gyermek – Két nyelv. One child – Two languages

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A Százszorszép Óvoda II. In Márkus É., & Trentinné-Benkő É. (Eds.), A korai idegen nyelvi fejlesztés elmélete és gyakorlata: Konferenciaelőadások és háttértanulmányok (pp. 152-157). Budapest: ELTE Eötvös Kiadó.

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Maljers, A., Marsh, D., & Wolff, D. (Eds.) (2007). Windows on CLIL

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Maljers, A., Marsh, D., & Wolff, D. (Eds.) (2007). Windows on CLIL

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Content and Language Integrated Learning in the European Spotlight. Graz: European Platform for Dutch Education; European Centre for Modern Languages.

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Berndt Klewitz: Content and Language Integrated Learning (CLIL) - A Methodology of Bilingual Teaching

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Berndt Klewitz: Content and Language Integrated Learning (CLIL) - A Methodology of Bilingual Teaching

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CLIL in Hungarian bilingual schools: Problems and solutions

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CLIL in Hungarian bilingual schools: Problems and solutions

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Do Coyle, Philip Hood and David Marsh: CLIL: Content and Language Integrated Learning

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Do Coyle, Philip Hood and David Marsh: CLIL: Content and Language Integrated Learning

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Cesar Ochoa-Cueva*, Paola Cabrera-Solano, Luz Castillo-Cuesta: Implementing the CLIL Approach through Online Games in EFL Education, Language Teaching Research Quarterly

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Cesar Ochoa-Cueva*, Paola Cabrera-Solano, Luz Castillo-Cuesta: Implementing the CLIL Approach through Online Games in EFL Education, Language Teaching Research Quarterly

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Cambridge Assessment English: TKT: Content and Language Integrated Learning (CLIL)

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Cambridge Assessment English: TKT: Content and Language Integrated Learning (CLIL)

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Margarida Morgado: CLIL4CHILDREN: Teaching Materials for CLIL Lessons in Maths, Geography and Science for Primary School

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Margarida Morgado: CLIL4CHILDREN: Teaching Materials for CLIL Lessons in Maths, Geography and Science for Primary School

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Jeanne Croteau: Bilingual Education: Building a Global Mindset in Students

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Jeanne Croteau: Bilingual Education: Building a Global Mindset in Students

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Jeanne Croteau, M.S., Psychology, Master TEFL Certified

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Bilingual Education: Building a Global Mindset in Students

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The benefits of bilingualism are far-reaching.

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School Subjects Song - Fun Kids English | Highbrow

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School Subjects Song for children! Teach school subjects and learn school subjects with this fun School Subjects children’s music video from Fun Kids English. Let’s learn six popular school subjects in this video: English, math, science, music, history and art.

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This song by Sam Cooke is designed to practise the school subjects. You must listen to the song three times: in the first one you get in touch with the lyrics, in the second one you must choose the right word of each pair and, finally, you listen to it for the third time so that you can revise your answers.

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News

After 'playing' that game over two years, challenging different tasks like defining main concepts and principles of the CLIL methodology, linking the principles to the... read more

View all News

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After 'playing' that game over two years, challenging different tasks like defining main concepts and principles of the CLIL methodology, linking the principles to the... read more View all News

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9 Fantastic CLIL Activities for Any Foreign Language Classroom | FluentU General Educator Blog

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CLIL activities are meant to teach students a foreign language through other topics, like math, history and drama. These 9 fascinating activities will get your students engaged and excited, from classic games with a twist to map races and art exercises. You can easily adapt them for different proficiency levels!

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For numbers 1 - 10, click on review and then click on 'play' from that screen.

This is a small game for learning numbers in English. Students listen or read and then click on the matching number.

The main aim of this game is to practice using numbers in English. This is done through the mini-game in which students listen to audio and then click on the matching number. The hope is that this will increase familiarity and give practice in listening to how numbers sound.

The second aim is to present or introduce numbers for any students who do not know them. While numbers as a topic is quite basic for ESL learners, it is possible that some of the higher numbers may be completely new to some students and so they need some guidance on how they sound.

There are 10 sets of numbers:
Easy mode
Set 1

Set 2

Set 3

Set 4
Hard Mode
Set 5

Set 6

Set 7

Set 8

Set 9

Set 10

In the mini-game you take control of a small monster and you have to help him survive by pointing and clicking to make jump him on blocks. Three blocks are shown and each has a number displayed in the middle. The audio of one of these numbers is then played and you have to move the monster to the matching block. If you pick the correct block, then the monster survives, but if you choose badly, then the monster falls off the bottom of the screen and the game is over.

It is hoped that learning can take place through the association of audio/text with the numerical digit. Students will see and hear the numbers and then have that paired with the digits displayed. It is hoped that repeatedly doing this will increase familiarity and practice number ability. I think that the 2 variations of receptive recognition are covered here: in the game, students listen to or read the number and then match that to a numerical digit; in the presentation screen, students can see the digits and then can click to hear how they are spoken or see how they are written.

Leave any comments below.

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A simple game to practice basic English numbers. This can be used by ESL students or basic English learners to practice numbers. A free online game with audio and images.

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Underlying principles
The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation.

While CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe, the literature suggests that there remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching. The theory may be solid, but questions remain about how theory translates into classroom practice.

Classroom principles
Some of the basic principles of CLIL are that in the CLIL classroom:

Language is used to learn as well as to communicate

It is the subject matter which determines the language needed to learn.

Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum

Communication - Using language to learn whilst learning to use language

Listening is a normal input activity, vital for language learning

Reading, using meaningful material, is the major source of input

Integrate language and skills, and receptive and productive skills

Lessons are often based on reading or listening texts / passages

The language focus in a lesson does not consider structural grading

Listen and label a diagram/picture/map/graph/chart

Listen and fill in a table

Question loops - questions and answers, terms and definitions, halves of sentences

Information gap activities with a question sheet to support

Trivia search - 'things you know' and 'things you want to know'
The BBC and British Council are not responsible for the content of external web sites, neither do we endorse them. These are the recommendations of the writer.
Class surveys using questionnaires

20 Questions - provide language support frame for questions

Students present information from a visual using a language support handout.

Listen and make notes on specific information (dates, figures, times)

Listen and reorder information

Listen and identify location/speakers/places

Listen and label the stages of a process/instructions/sequences of a text

Listen and fill in the gaps in a text

Language is functional and dictated by the context of the subject

Language is approached lexically rather than grammatically

Learner styles are taken into account in task types.

Speaking focuses on fluency. Accuracy is seen as subordinate

Writing is a series of lexical activities through which grammar is recycled.

Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language

Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.

A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:

In a CLIL lesson, all four language skills should be combined. The skills are seen thus:

For teachers from an ELT background, CLIL lessons exhibit the following characteristics:

In many ways, then, a CLIL lesson is similar to an ELT integrated skills lesson, except that it includes exploration of language, is delivered by a teacher versed in CLIL methodology and is based on material directly related to a content-based subject. Both content and language are explored in a CLIL lesson. A CLIL 'approach' is not far removed from humanistic, communicative and lexical approaches in ELT, and aims to guide language
processing and supports language production in the same way that an ELT course would by teaching techniques for exploiting reading or listening texts and structures for supporting spoken or written language.

Lesson framework
A CLIL lesson looks at content and language in equal measure, and often follows a four-stage framework.

Processing the text
The best texts are those accompanied by illustrations so that learners can visualise what they are reading. When working in a foreign language, learners need structural markers in texts to help them find their way
through the content. These markers may be linguistic (headings, sub-headings) and/or diagrammatic. Once a 'core knowledge' has been identified, the organisation of the text can be analysed.

Identification and organisation of knowledge
Texts are often represented diagrammatically. These structures are known as 'ideational frameworks' or 'diagrams of thinking', and are used to help learners categorise the ideas and information in a text. Diagram types include tree diagrams for classification, groups, hierarchies, flow diagrams and timelines for sequenced thinking such as instructions and historical information, tabular diagrams describing people and places, and combinations of these. The structure of the text is used to facilitate learning and the creation of activities which focus on both language development and core content knowledge.

Language identification
Learners are expected to be able to reproduce the core of the text in their own words. Since learners will need to use both simple and more complex language, there is no grading of language involved, but it is a good idea for the teacher to highlight useful language in the text and to categorise it according to function. Learners may need the language of comparison and contrast, location or describing a process, but may also need certain discourse markers, adverb phrases or prepositional phrases. Collocations, semi-fixed expressions and set phrases may also be given attention as well as subject-specific and academic vocabulary.

Tasks for students
There is little difference in task-type between a CLIL lesson and a skills-based ELT lesson. A variety of tasks should be provided, taking into account the learning purpose and learner styles and preferences. Receptive skill activities are of the 'read/listen and do' genre. A menu of listening activities might be:

Tasks designed for production need to be subject-orientated, so that both content and language are recycled. Since content is to be focused on, more language support than usual in an ELT lesson may be required.
Typical speaking activities include:

Conclusion
From a language point of view the CLIL 'approach' contains nothing new to the EL teacher. CLIL aims to guide language processing and 'support language production in the same way as ELT by teaching strategies for
reading and listening and structures and lexis for spoken or written language. What is different is that the language teacher is also the subject teacher, or that the subject teacher is also able to exploit opportunities for
developing language skills. This is the essence of the CLIL teacher training issue.

Further reading
Forum for Across the Curriculum Teaching - www.factworld.info/
Comenius Project TL2L - www.tl2l.nl/
European Centre for Modern Languages - www.ecml.at/
Norwich Institute for Language Education - www.nile-elt.com
Science Across the Curriculum - www.scienceacross.org
EuroCLIC - www.euroclic.org
The National Centre for Languages (CILT) - www.cilt.org.uk
Content and Language Integrated Project (CLIP) - www.cilt.org.uk/clip/

Steve Darn, Izmir University of Economics, Turkey

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Underlying principles The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language ' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP).

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Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. CLIL is not a new form of language education and it is not a new form of subject education. It is, however, closely related to and shares some elements of a range of educational practices.

CLIL is a methodology that, when applied correctly, can shape our learners' futures. Teachers hold the key to making that happen and it all starts with a lesson plan. Due to the complexity of the methodology (the above not even scratching the surface!), it may not always be easy to plan effectively for CLIL.

So, here are my top tips and some of the more important aspects of CLIL that should be considered when you start planning.

1. Provide a holistic educational experience

CLIL is content-driven, and this is where it both extends the experience of learning a language, and where it becomes different to existing language-teaching approaches. CLIL is also an inclusive term that binds together the essence of good practice found in different environments where its principles have been adopted. Good CLIL practice is realised through methods which provide a more holistic educational experience for the learner - something that isn't usually achievable.

2. Set your goals

Make sure that you have clarified your global goals, teaching aims and learning outcomes. The global goals refer to your vision for the course: is the lesson helping you to achieve that vision? The global goals should be embedded in the unit planning. Following this, check that the teaching aims are clear - there should be no grey areas. The learning outcomes also need to be defined and you should know which ones can be measured and how you will measure them.

3. Build your scaffolding

Now, we move onto content. The most important consideration here is scaffolding. If you haven't considered how to scaffold the content learning, there is a good chance that you'll leave behind more than a few of your learners. In a similar vein, check that your presentations of new content are clear and that the content is accessible.

4. Check your students are involved

Language should be next on your checklist: are the students involved in using the target language? If the answer is no, then it isn't a CLIL lesson. Hot on the heels of this, check to see if students are involved in learning new language and if there are adequate opportunities for them to practice the new language structures. As with any lesson that incorporates language teaching and learning, ensure that your instructions are clear, at the appropriate level, and that they relate to the cognitive demands.

5. Adapt to differing cognitive levels

On a similar note, check that any questions or problems to be solved are also at the appropriate cognitive level. You need to ensure that the learners can progress cognitively and find ways of measuring this progress. Considering that classes are very rarely homogeneous, it's also important to build in ways of assisting the learners in developing a range of strategies through the CLIL language.

6. Be aware of classroom culture

A vital, yet often overlooked, component of CLIL is that of culture. There are several questions that you should ask yourself. The first being, how will my lesson contribute to changing classroom culture? You may have a class that is more prone to arguing and not taking account of others' views, yet your lesson may require them to listen and manage differences of opinion: this must be reconciled in your lesson plan. It's also very beneficial to look for opportunities to raise awareness of any cultural differences between your class and that of the language and content. In shaping our learners, we should also try to identify and exploit links to other subjects that the learners may be studying.

7. Remember the 4 C's

Activities and tasks are the building blocks to any lesson. In CLIL we need to ensure that they relate to the global goals, aims and outcomes in terms of the 4Cs: content, communication, cognition, and culture. Progression should also be built into our activities and tasks, which should help to develop talk for learning. Similarly, when planning our lessons, we should consider which language (L1 or L2) is needed to carry out each activity.

8. Support learning

Successful CLIL lessons support learning and to do this most effectively, we must identify which types of teacher scaffolding we need to employ at the various stages of the lesson. The only way to do this is by analysing the content and cognition for potential difficulties. Furthermore, we need to be recycling language from previous lessons in order to support learner progression.

9. Assessment

All lessons must have forms of assessment built into them, but in CLIL it is even more important due to its dual-focused educational approach. In the planning stages of a CLIL lesson we must build in stages that will allow both the learners and us, the teachers, to know what has been learned. Of utmost importance is making a decision on what will be assessed to ensure that feedback informs further learning. Similarly, we must decide what kind of formative and summative assessment tasks will be needed.

10. Reflection

The final stage of successful CLIL planning is that of reflection. This is applicable to lessons of all methodologies, which is all the more reason not to overlook it. Firstly, check that there is a variety of interaction patterns (groups, pairs). Secondly, we all know that time is every teacher's enemy, so triple-check that enough time has been allocated to each stage. Next, when looking over your lesson plan, think about what you might want to add or leave out (our old friend time!). Finally, perhaps not in every lesson, but certainly with a degree of frequency, build in ways of collecting the learners' views of your lessons. Then, of course, we need to act on that feedback and build it into the next lesson.

Do you teach content subjects like History, Science or Maths, for example, in English? Or are you planning to move into general primary or secondary teaching? Receive support from our expert team of tutors during our Online One-to-One CLIL course and gain an additional certificate to impress employers. Apply now or get in touch to find out more about this course.

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Top 10 Tips for Effective CLIL Lesson Planning * Oxford TEFL

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Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. CLIL is not a new form of language education and it is not a new form of subject education.

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Online Teaching CLIL Course (30 hrs) - Expert Tutor Support

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Our Online Teaching CLIL course is for those who need to teach content subjects like History, Science or Maths, for example, in English.

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European School Education Platform – CLIL Teacher Training 

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The course is designed for teachers in diverse settings who are interested in teaching content and language simultaneously using the Content and Language Integrated Learning (CLIL) method. Through a combination of interactive group activities and experiential learning exercises, participants will acquire proficiency in the basics of CLIL methodology and gain practical knowledge of how to design and teach CLIL lessons effectively.

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Europass Teacher Academy – Languages and CLIL

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Discover our languages & CLIL training courses offered in several European locations and learn strategies for teaching a foreign language.