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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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Pályázóink hírei | Köznevelés

A CLIL egy oktatási módszertan, amely nem a tanítást, hanem a tanulás folyamatát helyezi középpontba, a befogadás hatékonyságára koncentrál.
2018 nyarán a Budapest IX. Kerületi Weöres Sándor Általános Iskola és Gimnázium által elnyert Erasmus+ pályázat keretében Kutassy Anna és Kocsis Judit Angliába utazhattak, hogy módszertani kurzuson vegyenek részt. Az ott szerzett tapasztalatokat most megosztják a hazai olvasóközönséggel is egy az általuk készített részletes, a CLIL oktatási irányzat komplex módszertanába is betekintést engedő összefoglalóval.
2018 nyarán a Budapest IX. Kerületi Weöres Sándor Általános Iskola és Gimnázium által elnyert Erasmus+ pályázat keretében ketten utaztunk Angliába, hogy módszertani kurzuson vegyünk részt. Azt reméltük, hogy a pedagógiai módszertantárunk bővítésével segíthetjük az itthoni oktatás fejlődését. A Cheltenham CLIL Humanites és Science and Maths tanfolyamokon megismerkedhettünk a CLIL (Content and Lanuage Integrated Learning) oktatási irányzat komplex módszertanával, ami egészen új perspektívát teremt a hagyományos oktatási keretekhez képest.

A CLIL nem a tanítást, hanem a tanulás folyamatát helyezi középpontba, a befogadás hatékonyságára koncentrál. Rendszerének minden eleme e hatékonyság növelését szolgálja. A módszer egyik fontos szegmense, hogy bizonyos tantárgyakat valamely idegen nyelven oktat, ezzel is szélesítve a tanulók látókörét és fejlesztve a sok területre kiható nyelvi kompetenciáikat. Sokan e módszer miatt hajlamosak a CLIL-t a kéttannyelvű oktatással azonosítani, pedig ez a módszer messze túlmutat a hagyományos kéttannyelvűségen, és kulcsa sokkal inkább pedagógiájában rejlik. Ezt az is igazolja, hogy a CLIL rendszerével működő iskolák hangsúlyozottan a tantárgyat tanítják a nyelven keresztül, és nem fordítva, valamint az órákon az idegen nyelvet csupán 25 %-ban használják, a diákokat anyanyelvükön való megszólalásra is buzdítják a szintén anyanyelvű tanárok, akik az óráknak csak bizonyos részeit tartják idegen nyelven.

A nyelvtanuláson kívül tehát rengeteg egyéb elemből áll össze ez a pedagógiai rendszer. Meghatározó fogalmai akollegialitás, a diákok közötti kommunikáció, az együttműködés, a kíváncsiság, a nyitott feladatok és az önálló tevékenység.

Érdemes először a megfelelő pedagógiai közeg kialakításának kérdését vizsgálni, hiszen rengeteg intézményben tudna hatékonyabban működni a tantestület néhány egyszerű szabály bevezetésével, amelyek a szoros együttműködésre épülnek. Nagyon hasznosnak találtuk az alábbi ötleteket:

Egyszerű önfejlesztő módszer a pedagógusok számára

Egy konkrét kérdést feltesz a pedagógus saját munkájával kapcsolatban egy számára problémás területre vonatkozóan (érdemes az azonos tantárgyat tanítóknak ugyanazt a kérdést vizsgálni az egységesség kialakítása érdekében)

Pl.: Milyen tevékenységre mennyi idő megy el pontosan az órán?

Egy hónapig vizsgálja az adott kérdést egy csoportban
Az alábbi táblázatban vezeti a tanórán a különböző tevékenységekkel eltöltött időt

A hónap végén egyénileg, vagy közösen értékelik a vizsgált kérdés eredményeit, és azok alapján dolgozzák ki a módszert a változtatásra.

Így a pedagógus biztosíthatja saját fejlődését, ami azért is fontos, mert diákjainkkal szemben alapvető elvárásnak tartjuk a fejlődést, és rendszeresen ellenőrizzük is annak mértékét, míg saját szakmai munkánk ellenőrzésére ritkán van kidolgozott és következetes módszerünk.

Hogyan érdemes értekezni?

Röviden (30-45 perc, inkább 30, maximum 45)

Fókuszáltan - Nem szabad hagyni, hogy a történetmesélés, panaszkodás irányába mozduljanak a megbeszélések, ezeknek inkább a személyes beszélgetésekkor van helyük

Tantárgyra koncentráltan (az értekezlet témája határozza meg, hogy milyen széles körben gyűljenek össze a tantestület tagjai, de a havi értekezleteket általában érdemes az azonos tantárgyat tanítók körében tartani)

1. „Slam" - Minden kolléga megoszt 1 percben a közösséggel egy éppen őt foglalkoztató fontos jelenséget (Ez lehet pozitív vagy negatív is, az a fontos, hogy valamilyen pedagógiai, módszertani kérdéskörhöz kapcsolódjon. Pl.: „Kipróbáltam ezt a feladatot, és nagyon motiválta a gyerekeket, szívesen megosztom azzal, akit érdekel."/ Kérlek, segítsetek, mert van egy alaposan kidolgozott feladatom, de valamiért nem működik jól, mit kellen rajta változtatni?"). Ez azért szükséges, hogy az együtt dolgozó pedagógusok megismerjék egymás problémáit, módszereit, és ne alakuljon ki az „eggbox szindróma", amikor egy intézményen belül egymástól karnyújtásnyira, mégis szeparáltan léteznek a tantestület tagjai. Az egy percben nyilván nem kerül sor a probléma részletes megbeszélésére, de a felvetést a későbbiek során a kollégák meg tudják tárgyalni

2. A pedagógusok megbeszélik az abban a hónapban vizsgált kérdéssel kapcsolatos tapasztalataikat és teendőiket

3. Az értekezlet végén megbeszélik, mi legyen a következő hónap központi kérdése

Ez a fajta közös munka elősegíti a kollegialitás fejlődését, együttműködésre és önreflexióra sarkall. Hosszútávon ez a folyamat egységesebb pedagógiai munkát és következetességet eredményezhet az intézményben.

Természetesen a pedagógusoknak nem csupán a biztos háttérmunkára kell koncentrálniuk. Az egyik legfontosabb feladatunk a motiváció megteremtése, a diákok érdeklődésének fenntartása és az önálló kritikai gondolkodásra való nevelés. A CLIL módszer nagy hangsúlyt fektet a tanulói tevékenységre az órán, hiszen ezáltal történhet meg a diákok valódi bevonódása. Fontos, hogy elkerüljük azokat a helyzeteket, amelyek csupán a tanulók egy szűk, eleve motivált csoportjának biztosítanak sikerélményt, mert így elveszítjük a csoport jelentős százalékának figyelmét (ezt a jelenséget az oktató az „ elesett katonák pedagógiájaként " emlegette).

További hasznos tippeket és esettanulmányokat a moderniskola.hu honlapon megjelent eredeti cikkben olvashatnak.
Utolsó módosítás: 2018.10.25.

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ha… clil - középpontban a tanulás folyamata - hírek - tempus közalapítvány

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Úgy tanul a gyerek, ha... CLIL - középpontban a tanulás folyamata - Hírek - Tempus Közalapítvány

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Tempus Közalapítvány oktatás, képzés területén működő szervezet, célja európai és nemzetközi mobilitási pályázatok koordinálása, szakértői segítségnyújtás. Úgy tanul a gyerek, ha... CLIL - középpontban a tanulás folyamata - Hírek - Tempus Közalapítvány

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Bridge Education Group TEFL TESOL Certifications

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What Is CLIL and What Is Not? Introduction to CLIL - Content and Language Integrated Learning

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Content and Language Integrated Learning (CLIL)

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Written by Sheila Corwin

Teacher Trainer in Florence

Introduction to CLIL

As a CLIL teacher myself, I often use the example of a content course that would interest me and that is taking a course about French cinema (content) in French (language), while on a study abroad holiday in Paris (of course!). Since French is not my mother tongue, this kind of course would expose me to learning about the specific content of interest to me while also learning about (and becoming more fluent) in the French language.

So, what does CLIL mean?

CLIL stands for Content and Language Integrated Learning and it has officially been around since the 1990s. It is an educational approach that originally stems from Communicative Language Teaching (CLT) and has been used mostly by language teachers.

The concept is often credited to David Marsh. CLIL incorporates both the learning of content and the learning of a foreign language which is often English, but it could be teaching in any foreign language that is not the mother tongue of the students.

When we think of content, CLIL is often about the teaching of academic subject matter such as science, history, or geography, but it can also be about the teaching of any other kind of content which is less academic and, some may say, more fun subject matter such as photography, fashion, cooking, or cinema.

CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language.

David Marsh, University of Jyväskylä, Finland (1994)

Soft CLIL and hard CLIL: what is the difference?

Soft CLIL is often applied in young learner (primary school) classrooms and is mostly about teaching words and vocabulary in a foreign language i.e., getting students familiar with a second language by providing some limited exposure, while still teaching primarily in the mother tongue. Soft CLIL is appropriate for lower proficiency levels such as beginning and elementary.

Hard CLIL means that an entire course is taught in a foreign language and learners need to be at an intermediate or above proficiency level and already be quite autonomous in the second language. In a course where everything is in a foreign language, learners need to be confident in the second language and have some substantial experience studying it already.

The challenges of planning CLIL Lessons

I once attended a conference where the presenter mentioned that CLIL was a good way for primary and secondary schools to get 2 for 1. In other words, an academic subject teacher and a language teacher are represented by one individual i.e., two for the price of one.

As with anything, difficulties can arise when a trained language teacher becomes an academic subject teacher, and when the trained academic subject teacher becomes the language teacher.

What is really needed, but not easily obtained, is for every CLIL course to have access to two teachers; an academic subject teacher expert and a language teacher expert who knows how to teach a foreign language to non-native speakers.

CLIL and language teachers - challenges and the good news

If you are a language teacher, one of the biggest challenges you will face in the teaching of an academic subject is a lack of background knowledge in the teaching of specific academic content.

Furthermore, developing this expertise may not be a realistic expectation because many language teachers have been trained to teach a foreign language and may not have a higher specialized degree in an academic content area.

The Good news: If you are a language teacher, you have expertise in how to teach a foreign language to non-native speakers and you are already sensitive to working with these kinds of learners.

You know how to execute activities for second language learners and are used to checking on learners' comprehension and dealing with error correction in both writing and speaking activities.

CLIL and academic subject teachers - challenges and the good news

If you are an academic subject teacher, you may have an advanced degree in history or geography but no experience in teaching language and you may find that you are unable to make the necessary modifications to make your content knowledge comprehensible to language learners.

You may also find difficulties with teaching their subject matter in a foreign language if you, too, are non-native speakers of the language required to teach.

The Good news: If you are an academic subject teacher, you have content area expertise, which a language teacher might lack. You probably have a very specialized degree and you are an expert in your areas of study which could be anything from history, geography, art, science, or math. Since you might also be native speakers, you will know how to communicate their subject matter effectively if the mother tongue is used.

How to implement CLIL in your classroom

CLIL is driven by academic or other subject-matter content and teachers who are interested in (or required to) incorporate this approach in their classroom need to know and understand how to create and incorporate the teaching of the four skills reading, writing, listening, and speaking to non-native speakers of a language effectively and in a beneficial way for their learners.

The Receptive Skills: Listening and Reading CLIL activities

Anything that students receive in a foreign language is referred to as input. The receptive skills are known as Listening and Reading and require that all teachers check on their learners' comprehension of what has or has not been understood.

A formula for Listening activity (with handout):

1. Pre-teach difficult or unknown vocabulary words

2. Listen first time for gist - without handout

3. Listen second time for specific details - with questions on handout

4. This step can be skipped if over 50% of questions have been answered: Listen a third time for confirmation and to get missed details.

After the second or third listening, individual students can share and compare with those around them before coming back together as a class to confirm anything else that they are unsure about or that they were unable to discern with their partner or partners.

In the CLIL in Secondary School - Practical Activities for All Teachers course in Florence, Italy, the second day focuses on teaching CLIL through Science. In one of the first listening activities, the 2006 movie trailer An Inconvenient Truth is used in a cloze activity*.

The first listening allows students to listen to and watch the 3-minute trailer. Before the second listening, students are given a handout where 12 words from the transcript are provided in a word bank at the top of the worksheet. During the second listening, students are required to fill in the missing words in the text without the visual of the video to allow them to focus solely on listening.

As mentioned in the above formula, students can skip the third listening if they were able to fill in at least 50% of the missing words.

*Cloze Activity - an activity in which words are removed from a passage for a learner to fill in as an exercise in reading comprehension. The missing words may or may not be provided in a word bank.

A formula for Reading Activity (with handout):

1. Pre-teach difficult or unknown vocabulary words and highlight them in the text

2. Students Read first time aloud (dividing up reading equally by sentences or paragraphs) to practice pronunciation

3. Students read second time silently for comprehension

At this point, students can complete comprehension questions with or without the text, individually, or with a partner or partners. If comprehension questions are answered without the text, they can be answered with a partner through speaking and relying on memory of what was read together.

In another example from the course CLIL in Secondary School - Practical Activities for All Teachers, the third day focuses on teaching CLIL through History. In one of the reading activities, a short reading passage about the life of Henry VIII, a former King of England, is passed out. For the first reading, each student is allowed to read at least one sentence aloud.

During the second reading, students read silently (on their own) and are asked to write their names at the top of the handout when they have finished. Teachers can collect the reading passage from all students when they have finished reading.

As mentioned in the above formula, individual students or pairs are given one handout with 12 comprehension questions to answer without the ability to refer to the reading passage for answers.

The Productive Skills: 5 ways to do Writing and Speaking activities

Anything that students produce in a foreign language is referred to as output. The productive skills are known as Writing and Speaking and require that teachers engage in error correction which can be done by the teacher, the student, or a peer depending on what needs to be corrected, student level, and or the activity.

Students can work on productive activities (where writing and speaking are required) in any of the following ways:

On the fourth day of the course CLIL in Secondary School - Practical Activities for All Teachers, the focus is on teaching Geography through CLIL. Students are required to produce a roleplay, using speaking, based on the travels of Marco Polo. On this day, a two-minute film clip from the 2014 film Marco Polo is used.

First students choose the role they would like to play. Then they are provided with the transcript from the film. After highlighting their role(s) and what they need to say, they Listen and watch - paying attention to the character they are playing and how they sound. The next step (depending on how many students there are in class) is to put students in small groups, two teams, or as a whole class to practice the script.

When each group is ready, students perform. There can be more than one performance and everyone else who participates as the audience can provide oral or written feedback. If students are studying the part of the world where Marco Polo explored, they can also research and write about different cities along his route.

Using authentic CLIL resources

Since CLIL is all about knowing how to prepare and implement reading, writing, listening, and speaking activities to non-native speakers of a language, teachers who are particularly creative and dedicated to their craft, can seek out Authentic Materials from the real world to develop their courses.

If I use the same example of learning more about French cinema in the French language while enjoying a holiday in France, I could, for example, think about incorporating movie trailers (listening); short interviews (in French) found on YouTube with film directors or French actors (listening); include movie reviews of films in French (reading); anything about the places, people, or events that take place in any film (reading).

I could also engage my learners in speaking and writing activities that get students to express their opinions or thoughts about certain films, French actors and actresses, film topics, locations depicted in French films, timelines, genres, or songs used in French movies. Students could be asked to create movie posters or a short guide to French films perhaps from different time periods as a fun project.

Conclusion and resources

Many countries and educational institutions around the world are promoting the teaching and learning of both content and language through CLIL. For example, the European Union (EU) also embraces it.

The language policy of the EU, drawn up by the European Parliament at the Social Summit held in Gothenburg, Sweden in 2017, declares that by 2025, young citizens of the EU should be learning and able to speak at least two additional European languages along with their native tongue by the time they complete school.

As we all know, competence in more than one foreign language plays an important role in improving educational and employment opportunities. The argument then is that through CLIL students can simultaneously study academic or other subject matter through a foreign language at school which will help them reach a good level of multilingualism by the time they become an adult.

Teachers should therefore have an integrated and well-prepared education themselves to help them properly prepare their own students to be open-minded European citizens who speak more than one language.

Since CLIL is about teaching content through a foreign language. It can serve as an approach to provide meaningful language use driven by specific content, CLIL is not only an important instrument for fostering European citizens' language learning goals; it is a way to embrace language diversity and a deeper understanding of other EU countries and ways of life.

If you would like to know more about CLIL, I have an exiting news to share!

After 10 years of teaching CLIL to more than 1'000 European teachers, I recently had the opportunity to create an online course on it. The best part?

Thanks to the Erasmus+ project EUTEAM, the course is 100% free!

The MOOC clarifies the CLIL methodology and introduces several examples of CLIL activities focusing on EU content and the original EU members-with authentic (real world) materials in English.

It offers several activity handouts ready to be used in the classroom, along with questions for reflection for the students.

Click on the following link to register:

Furthemore, within our catalogue of Erasmus courses for teachers, we have an entire selection of more than 20 courses focused on CLIL!

They are all week-long courses that focuses on how to create reading, writing, listening, and speaking activities in academic subject matter such as science, history, geography, and art.

English is the language for which this specific content is taught. All these courses are filled with a multitude of activities to help both the language and academic subject teacher gain a better understanding of managing an effective CLIL classroom experience for both learners and teachers.

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CLIL (Content and Language Integrated Learning) is an educational approach credited to David Marsh (Finland) that is around since the 90s

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This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This project has been funded with support from the European Commission.

This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Physics

The CLIL4STEAM project is funded, by the European Commission through the Polish National Agency for the Erasmus+ Programme

The project partners are currently creating the network of schools interested in promoting the CLIL methodology for STEAM education. Several schools have already been involved from project partners. Do not hesitate to contact them!

The Kick-off meeting took place in Florence on 25 - 26 November 2019. Marcin Pasnikowski and Lorenzo Martellini presented the project and the activities to be carried out to the partners. The meeting was also an opportunity for the partners to get to know each other and to discuss all details related to the project's activities. The partners presented how the CLIL methodology is applied in their countries. At the end of the meeting all the partners had a clear view of the future project's implementation, the financial rules and the next activity which is the creation of STEM video-lessons based on the CLIL Methodology.

The CLIL4STEAM project has been funded, by the European Commission through the Polish National Agency for the Erasmus+ Programme, with the aim combine the study of STEM subjects and English as a second language. The project will include, among the project results, a video library, a guideline for teachers, a database of teaching resources and a collection of lesson plans

The CLIL4STEAM project is funded, by the European Commission through the Polish National Agency for the Erasmus+ Programme, with the aim combine the study of STEM subjects and English as a second language.

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This project has been funded with support from the European Commission.This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. This project has been funded with support from the European Commission.

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CLIL and its benefits for students and teachers - Associazione Jump

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CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language. Through CLIL, students not only learn a second language but also learn about a topic totally new to them, for example drawing or climate change. The 4Cs of CLIL phrase Content, Communication, Cognition and Culture are interrelated components of CLIL and make up the 4Cs Framework. Culture is also linked to citizenship and community. Incorporating CLIL content into lessons can help teachers develop their own subject knowledge and become more well-rounded educators. Teaching CLIL lessons can also help teachers develop their language-teaching skills by adapting their strategies to meet the needs of teaching subject content. The main aim of Clil is to improve students’ proficiency in both their mother tongue and the target language, giving each the same importance. To develop the intercultural understanding and social and thinking skills. Furthermore, teachers can also benefit from incorporating subject content into their language lessons. Some language teachers feel hesitant to bring in other subjects, especially if they lack confidence in their ability to teach those subjects. However, incorporating content into language lessons doesn’t require teachers to be experts in the subject matter, as they are teaching the language of geography, science, or other subjects. Bringing in content can make lessons more engaging and enjoyable, adding variety to lesson planning and delivery. In conclusion, while CLIL is often discussed in terms of its benefits for students, it’s also important to recognise the benefits for teachers. Incorporating subject content into language lessons can help make teaching more enjoyable, develop subject knowledge and language teaching skills, and create opportunities for collaboration, all while helping students learn important content-related language and life skills. Author: Catherine Perri – JUMP Trainer

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I have attended the Workshop on Content and Language Integrated Learning (C.L.I.L.) Methodology conducted by expert C.L.I.L. teacher Dr Diana Hicks in Cambridge. The workshops included: brainstormi…

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ELESAPIENS LEARNING & FUN, S.L., con C.I.F. B-86432101 y domicilio social en c/ Don Pedro, número 6, 1º exterior, izquierda, 28005, Madrid, inscrita en el Registro Mercantil de Madrid el 24 de abril de 2.012, en el Tomo 29.859, folio 143, hoja número M-537264, inscripción 1ª, es una empresa dedicada a producir y comercializar productos educativos y de entretenimiento digitales. A través de este aviso legal se pretende regular el acceso y uso, y en general, la relación entre este sitio web, accesible en la dirección de Internet elesapiens.com, y los usuarios del sitio web.
CONDICIONES GENERALES DE USO DEL SITIO WEB
Estas Condiciones Generales regulan el uso del sitio web de ELESAPIENS LEARNING & FUN, S.L., con C.I.F. B-86432101 y domicilio social en c/ Don Pedro, número 6, 1º exterior, izquierda, 28005, Madrid, inscrita en el Registro Mercantil de Madrid el 24 de abril de 2.012, en el Tomo 29.859, folio 143, hoja número M-537264, inscripción 1ª, al que se accede mediante la dirección http://www.elesapiens.com.

La existencia de las presentes Condiciones Generales de Uso no excluye la presencia de otras disposiciones o condiciones de acceso a las diversas secciones que componen el sitio de ELESAPIENS LEARNING & FUN, S.L.

Dentro de la expresión "sitio o sitio web" se comprenden -con carácter delimitativo pero no limitativo- los datos, textos, gráficos, imágenes, animaciones, creaciones musicales, vídeos, sonidos, dibujos, fotografías y otros incluidos en el mismo, y, en general, todas las creaciones expresadas por cualquier medio o soporte, tangible o intangible con independencia de que sean susceptibles o no de propiedad intelectual de acuerdo al Texto Refundido de la Ley de Propiedad Intelectual. Asimismo, también se entenderán incluidos en este sitio web todos los microsites a los que se pueda acceder desde el presente sitio web, excepto que dicho microsite, expresamente recoja unas condiciones de uso propias, en cuyo caso se le aplicarán éstas.

Los usuarios deberán leer las presentes Condiciones Generales de Uso de esta página web.

El uso del sitio web de ELESAPIENS LEARNING & FUN, S.L, implica el conocimiento y plena aceptación de las advertencias legales y condiciones vigentes en cada momento en que el usuario acceda al mismo y que a continuación se especifican.

Asimismo, la utilización de determinados servicios a disposición de los usuarios de este sitio oficial puede estar sometida a condiciones especiales, advertencias o instrucciones que también deberán ser consultadas y aceptadas sin reservas por aquellos.

El usuario visitante es consciente de que el acceso y utilización de los servicios y contenidos del sitio se realiza bajo su única y exclusiva responsabilidad.

El usuario utilizará los servicios y contenidos exclusivamente para fines particulares con exclusión de cualquier modalidad de utilización posterior de los mismos con ánimo de lucro o reporte de algún beneficio, directo o indirecto.

En caso de que el usuario no acepte estas condiciones generales o, las condiciones particulares que regulen el uso de un determinado servicio y/o contenido destinado a los usuarios del sitio web y que dicha entidad determine, el usuario deberá abstenerse de acceder al sitio web o en su caso abandonarlo.

Con carácter general los servicios y contenidos ofrecidos a través del sitio web estarán disponibles en español e inglés, sin perjuicio de la posibilidad –a reserva de ELESAPIENS – de ofrecer los mismos en otros idiomas oficiales.

ELESAPIENS podrá modificar de forma unilateral y sin aviso previo, la prestación, configuración, contenido y servicios del sitio, así como sus condiciones de uso y el acceso a los contenidos ofrecidos y servicios prestados.
Derechos y obligaciones del usuario
El usuario podrá:

Acceder de forma gratuita y sin necesidad de autorización previa a los contenidos y servicios del sitio disponibles como tales, sin perjuicio de las condiciones técnicas, particulares o la necesidad del previo registro respecto de servicios y contenidos específicos según se determine en estas condiciones generales o en las condiciones particulares de dichos servicios.

Utilizar los servicios y contenidos disponibles para su uso exclusivamente particular.

Hacer un uso correcto y lícito del sitio, de conformidad con la legislación vigente, la moral, las buenas costumbres y el orden público.

Si solicitamos información de registro al usuario, este deberá ofrecernos una información verdadera, precisa, actual y completa. Deberá actualizar a tiempo su información de registro para mantenerla exacta, actual y completa. Si se le envía una contraseña, no debe revelarla a nadie más. El usuario no usará contraseñas de otras personas, siendo responsable de mantener la confidencialidad de sus cuentas y contraseñas. El usuario acepta notificarnos inmediatamente sobre cualquier uso no autorizado de sus contraseñas, cuentas o cualquier otra infracción de seguridad. También acepta cerrar la sesión de sus cuentas a final de cada sesión. No seremos responsables de cualquier pérdida o daño originado por su incumplimiento de estos requisitos.

El usuario no podrá realizar cualquier acción que suponga la reproducción, distribución, copia, alquiler, comunicación pública, transformación o cualquier otra acción similar que suponga la modificación o alteración, de todo o parte de los contenidos y servicios del sitio o la explotación económica de los mismos, sin la autorización previa y por escrito de ELESAPIENS o de terceros propietarios de los derechos de propiedad intelectual e industrial que recaigan sobre los servicios o contenidos del sitio web y a salvo de lo dispuesto en estas condiciones generales o, en su caso, condiciones particulares que regulen el uso de un servicio y/o contenido existente en el sitio web.

Sin limitar lo dicho anteriormente, el usuario se compromete a no usar nuestra página para hacer lo siguiente:

1. Utilizar la marca, nombres comerciales, así como cualquier otro signo identificativo que se encuentre sujeto a derechos de propiedad intelectual o industrial, sin la previa autorización expresa y por escrito de su propietario.

2. Utilizar los servicios y contenidos ofrecidos a través del sitio de forma contraria a las condiciones generales de uso y/o las condiciones particulares que regulen el uso de un determinado servicio y/o contenido, y en perjuicio o con menoscabo de los derechos del resto de usuarios.

3. Difamar, insultar, acosar, perseguir, amenazar o de otra manera violar los derechos legales de otras personas;

4. Publicar, exponer, subir, enviar por correo electrónico, distribuir o divulgar (colectivamente, "Transmitir") cualquier contenido no apropiado, profano, difamatorio, obsceno, indecente o ilegal;

5. Enviar archivos que contienen virus, archivos dañados o cualquier otro software similar, o programas que pueden dañar o afectar de una manera negativa el funcionamiento del ordenador de otra persona, página web, cualquier software o hardware, u otro equipo.

6. Enviar encuestas, concursos, sistemas piramidales, correo no deseado, anuncios no solicitados, materiales de promoción o cadenas de mensajes;

7. Descargar cualquier archivo que el usuario sabe o razonablemente debe saber que no se puede obtener legalmente de tal manera;

8. Falsificar o eliminar cualquier atributo de autor, avisos legales o designaciones propietarias, etiquetas de origen, código fuente de software u otro material;

9. Restringir o prohibir a cualquier usuario usar y disfrutar de cualquier área pública dentro de nuestra página web;

10. Entrometerse en nuestra página web o trastornarla;

11. Falsificar encabezados o manipular identificadores u otros datos para ocultar el origen de cualquier contenido transmitido a través de nuestra página web o manipular su presencia en nuestra página web.

12. Realizar cualquier acción que resulta ser causa de una carga excesiva o desproporcionadamente larga de nuestro servidor o equipos;

13. Eliminar o modificar de cualquier modo los dispositivos de protección o identificación de ELESAPIENS o sus legítimos titulares que puedan contener los contenidos alojados en el sitio web, o los símbolos que ELESAPIENS o los terceros legítimos titulares de los derechos incorporen a sus creaciones objeto de propiedad intelectual o industrial existentes en este sitio web.

14. Reproducir total o parcialmente el presente sitio web en otro sitio web distinto; no podrá realizar enmarcados al presente sitio o los sitios web accesibles a través del mismo que oculten o modifiquen –con carácter delimitativo pero no limitativo- contenidos, espacios publicitarios y marcas de ELESAPIENS o de terceros, con independencia o no de que supongan actos de competencia desleal o de confusión.

15. Estar involucrado en actividades ilegales.

Usted acepta la condición de usar nuestros foros, comunidad y/o servicios de comunicación o mensajería (conjuntamente, los "Foros") sólo para enviar y recibir mensajes e información adecuada y relacionada con un Foro particular.

Si selecciona un nombre de usuario que, según nuestra opinión, es obsceno, indecente, insultante o que puede ser la causa de descrédito o desdén público, reservamos el derecho de cambiar automáticamente su nombre de usuario sin notificación previa, eliminar sus publicaciones en nuestras páginas web, prohibirle el acceso a la página web o cualquier combinación de estas opciones.

La utilización del sitio oficial deberá obedecer al contenido de estas Condiciones Generales, y a cualesquiera disposiciones legales aplicables.

ELESAPIENS se reserva el derecho unilateral de denegar el acceso a este sitio web a aquellos usuarios que incumplan las presentes Condiciones Generales de Uso.
Derechos y obligaciones de elesapiens
ELESAPIENS se reserva los siguientes derechos:

Modificar las condiciones de acceso al sitio, técnicas o no, de forma unilateral y sin preaviso a los usuarios, sin perjuicio de lo dispuesto en las condiciones particulares que regulen el uso de un determinado servicio y/o contenido destinado a los usuarios del sitio web.

Establecer condiciones particulares y, en su caso, la exigencia de un precio u otros requisitos para el acceso a determinados servicios y/o contenidos.

Limitar, excluir o condicionar el acceso de los usuarios cuando no se den todas las garantías de utilización correcta del sitio por los mismos conforme a las obligaciones y prohibiciones asumidas por los mismos.

Finalizar la prestación de un servicio o suministro de un contenido, sin derecho a indemnización, cuando su utilización por los usuarios devenga ilícito o contrario a lo establecido en las condiciones que lo regulan, sin perjuicio de lo dispuesto en las condiciones particulares que regulen el uso de un determinado servicio y/o contenido destinado a los usuarios del sitio web.

Modificar, suprimir o actualizar todo o parte de los contenidos o servicios ofrecidos a través del sitio, sin necesidad de preaviso, sin perjuicio de lo dispuesto en las condiciones particulares que regulen el uso de un determinado servicio y/o contenido destinado a los usuarios del sitio web.

Emprender cualquier acción legal o judicial que resulte conveniente para la protección de los derechos de ELESAPIENS como de terceros que presten sus servicios o contenidos a través del sitio, siempre que resulte procedente.

Exigir la indemnización que pudiera derivar por el uso indebido o ilícito de todo o parte de los servicios y contenidos prestados a través del sitio.

Exención y limitación de responsabilidad de ELESAPIENS
ELESAPIENS S.L queda exenta de cualquier tipo de responsabilidad por daños y perjuicios de toda naturaleza en los siguientes casos:

Por la imposibilidad o dificultades de conexión a la red de comunicaciones a través de la que resulta accesible este sitio web, independientemente de la clase de conexión utilizada por el usuario.

Por la interrupción, suspensión o cancelación del acceso al sitio web, así como por disponibilidad y continuidad del funcionamiento del sitio o de los servicios y/o contenidos en el mismo, cuando ello se deba (i) bien a interrupción del servicio por mantenimiento técnico de la web, (ii) bien a una causa ajena al ámbito de control de ELESAPIENS ya provenga directa o indirectamente de ésta.

ELESAPIENS no asume ninguna responsabilidad respecto de los servicios y contenidos, ni por la disponibilidad y condiciones, técnicas o no, de acceso a los mismos, que sean ofrecidos por terceros prestadores de servicios, en especial respecto de los prestadores de servicios de la sociedad de la información. Por prestadores de servicios de la sociedad de la información se entenderán aquellas personas físicas o jurídicas que presten los siguientes servicios al público: (i) transmisión por una red de comunicación de datos facilitados por el destinatario del servicio (ii) servicios de acceso a la citada red (iii) Servicios de almacenamiento o alojamiento de datos (iv) suministro de contenidos o información (v) servicio de copia temporal de los datos solicitados por los usuarios (vi) facilitación de enlaces a contenidos o instrumentos de búsqueda.

Del tratamiento y utilización posterior de datos personales realizados por terceros ajenos a ELESAPIENS, así como la pertinencia de la información solicitada por éstos.

De la calidad y velocidad de acceso al sitio y de las condiciones técnicas que debe reunir el usuario con el fin de poder acceder al sitio y a sus servicios y/o contenidos.

ELESAPIENS, no será responsable de los retrasos o fallos que se produjeran en el acceso y/o funcionamiento de los servicios y/o contenidos del sitio web, debido a un caso de Fuerza Mayor. "Caso de fuerza mayor" significará todas aquellas causas que no hayan podido preverse, o que aún previstas fueran inevitables, y que dan como resultado el incumplimiento de cualesquiera de sus obligaciones. Entre ellas, pero no de forma limitativa, las huelgas, tanto de sus propios trabajadores como de trabajadores ajenos, insurrecciones o revueltas, así como normas dictadas por cualquier autoridad civil o militar, catástrofes naturales como terremotos, inundaciones, rayos o incendios, guerras, cierres patronales o cualquier otra situación de fuerza mayor.

El usuario del sitio responderá personalmente de los daños y perjuicios de cualquier naturaleza causados a ELESAPIENS directa o indirectamente, por el incumplimiento de cualquiera de las obligaciones derivadas de estas condiciones generales u otras normas por las que se rija la utilización del sitio.

Propiedad intelectual e industrial
El usuario conoce que los contenidos y servicios ofrecidos a través del sitio -incluyendo textos, gráficos, imágenes, animaciones, creaciones musicales, vídeos, sonidos, dibujos, fotografías, todos los comentarios, exposiciones y código informático de la misma, sin que esta enumeración tenga carácter limitativo- se encuentran protegidos por las leyes de propiedad intelectual e industrial. El derecho de autor y de explotación económica de este sitio corresponde a ELESAPIENS y/o terceras entidades.

Las marcas, nombres comerciales o signos distintivos que aparecen en el sitio web son propiedad de ELESAPIENS y/o en su caso, de terceras entidades, y se encuentran protegidos por las leyes vigentes de propiedad industrial.

La prestación de los servicios y publicación de los contenidos a través del sitio no implicará en ningún caso la cesión, renuncia o transmisión, total o parcial, de la titularidad de los correspondientes derechos de propiedad intelectual e industrial por ELESAPIENS y/o sus terceros legítimos titulares.

Ningún apartado de este sitio web puede ser reproducido, distribuido, transmitido, copiado, comunicado públicamente, transformado, en todo o en parte mediante ningún sistema o método manual, electrónico o mecánico (incluyendo el fotocopiado, grabación o cualquier sistema de recuperación y almacenamiento de información) a través de cualquier soporte actualmente conocido o que se invente en el futuro, sin consentimiento de ELESAPIENS . La utilización, bajo cualquier modalidad, de todo o parte del contenido del sitio queda sujeta a la necesidad de solicitar autorización previa de ELESAPIENS y/o terceros titulares legítimos y la aceptación de la correspondiente licencia, en su caso, excepto para lo dispuesto respecto de los derechos reconocidos y concedidos al usuario en estas condiciones generales o lo que así se determine en las condiciones particulares que ELESAPIENS tenga a bien establecer para regular el uso de un determinado servicio y/o contenido ofrecido a través del sitio web.
Contenidos y materiales publicados por el usuario
El usuario se compromete a no introducir, almacenar o difundir mediante este sitio web, cualquier contenido que infrinja derechos de propiedad intelectual o industrial, ni en general ningún contenido respecto del cual no ostenten, de conformidad con la ley, el derecho a ponerlo a disposición de terceros.

No obstante, ELESAPIENS podrá modificar los contenidos, a fin de adaptarlos a las necesidades de formato editorial del sitio web.

ELESAPIENS no se hará responsable de las opciones de disposición que elija el usuario respecto de los contenidos que aloje, poniendo a disposición de los mismos un espacio para que éstos incorporen sus contenidos y los compartan con otros usuarios, no controlando tampoco si los contenidos infringen o no los derechos mencionados en los párrafos anteriores.
Hiperenlaces
El uso de hiperenlaces al presente sitio web únicamente será autorizado por ELESAPIENS mediante autorización escrita y siempre que el hiperenlace se realice en los siguientes términos previstos en las presentes condiciones:
Protección de datos personales
ELESAPIENS garantiza la confidencialidad de los datos de carácter personal facilitados por los usuarios y su tratamiento de acuerdo a la legislación vigente sobre protección de datos de carácter personal: Ley Orgánica 15/1999, de 13 de diciembre, de Protección de Datos de Carácter Personal (en adelante LOPD) y Real Decreto 1720/2007, de 21 de diciembre, por el que se aprueba el Reglamento de desarrollo de la LOPD (en adelante RDLOPD). Los datos personales recogidos a través del sitio web serán incorporados a uno o varios tratamientos o ficheros responsabilidad de ELESAPIENS. A tales efectos, se proporcionará a los usuarios, con carácter previo a la entrega de los datos personales a través de este sitio web, información sobre el contenido del tratamiento de acuerdo con el artículo 5 de la LOPD sin perjuicio de la posibilidad del usuario de acceder a la Política de Privacidad y Protección de Datos de Carácter Personal. La información antedicha permitirá al usuario otorgar su consentimiento informado, específico e inequívoco a fin de que tanto ELESAPIENS procedan al tratamiento de sus datos personales.
TERMINACIÓN
Si bien, en principio, la duración de este sitio es indeterminada, ELESAPIENS se reserva el derecho a suspender o dar por terminada la prestación de algunos o todos sus servicios, sin que esta decisión deba ser comunicada con antelación a los usuarios del mismo.
LEY Y JURISDICCIÓN APLICABLE
Estas condiciones generales se rigen por la legislación española.

Las partes, con expresa renuncia a su propio fuero, se someten para la resolución de cuantos litigios pudieran derivarse a los Juzgados y Tribunales de Madrid (España).

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Teaching the human body and the CLIL methodology in class

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ELESAPIENS LEARNING & FUN, S.L., con C.I.F. B-86432101 y domicilio social en c/ Don Pedro, número 6, 1º exterior, izquierda, 28005, Madrid, inscrita en el Registro Mercantil de Madrid el 24 de abril de 2.012, en el Tomo 29.859, folio 143, hoja número M-537264, inscripción 1ª, es una empresa dedicada a producir y comercializar productos educativos y de entretenimiento digitales.

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What is CLIL? How does CLIL benefit learners? - ppt video online download

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Dominance of English in Further Education Total Immersion A bilingual school is… 3 - early 20’s Dominance of English in Further Education A bilingual person is someone who… Europe and Asia The term CLIL was first used in 1994 form a variety of approaches including immersion. The age group we are talking about can be from 3 to early 20 CLIL is now one of the fastest developing areas in language teaching worldwide, specially Europe and Asia Appeals to Generation Y born after 1990 who learn as they use, «use as they learn» CLIL is the best response to the modern ¿¿, globalised, integrated world. Content and Language Integrated Learning Generation ‘Y’

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MyEdu - CLIL - The names of musical notes

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CLIL 3 Cognition - Download as a PDF or view online for free

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"In classrooms on all populated continents of the world, learners are engaged in learning content in a language that they do not speak at home. Depending on where you are, you may know this as Content and Language Integrated Learning (CLIL) or under another name. Through such approaches, learners develop as language users but also have the opportunity to broaden their horizons and to grow as global citizens. In these uncertain and even tumultuous times, having the knowledge, skills and attitudes to communicate across and within cultures and communities has never been more important."
So read the text on the homepage of World CLIL 2022: a two-day conference that took place this month, dedicated to bringing together members of the extensive community of researchers, teachers and teacher educators who are engaged in CLIL and other multilingual approaches to teaching and learning throughout the world. The goal: Learning from and with each other in all our diversity, and in celebration of the diversity of our learners.

Based on the overwhelmingly positive response from participants and speakers, this goal seems to have been achieved.

The conference theme referred to diversity among colleagues and also among learners. This was the common thread running through the four keynote addresses. Prof. Marisa Pérez-Cañado kicked off with an energising and engaging exploration of questions of "diversity, inclusion, and elitism" in CLIL settings, and of the extent to which old stereotypes still ring true. Prof. Joana Duarte followed this later with a reflection on how an asset-based approach to diversity, coupled with attention for global citizenship and intercultural communication, can help us to truly integrate the content, communication, cognition and cultures present in our classrooms.

On Day 2, Nihayra Leona focused on linguistic diversity, and how much there is to learn from the expertise and experiences of CLIL colleagues working in linguistically rich settings such as the Caribbean. Heading into the final afternoon, Prof. Fred Genesee rounded things off by exploring and dispelling the myth of the incompatibility between bilingualism and special educational needs.

Between these talks, we also saw a diversity of content, be explored in over 100 presentations, symposia, posters and workshops focusing on research, practice and combinations of both.

In spite of apprehension earlier this year, when we feared Omicron might put an untimely end to years of planning and preparation, the hybrid conference ultimately boasted nearly 400 attendees, stemming from 44 different countries and six continents. Nearly two-thirds of the delegates attended the event in person, at Leiden University in the Hague. Among the onsite participants, there was a clear sense of excitement and readiness to once again engage in networking and professional learning by coming together in person.

That said, World CLIL would have fallen short of its goals if not for the 144 delegates who attended from afar. Online presenters and audience members attended sessions together with colleagues on location: a challenge to facilitate but well worth the investment. In addition, online delegates were offered the opportunity to meet informally in a 'Meet&Greet' networking activity. In the breaks, interviews conducted by 'roving reporters' in The Hague offered online participants a flavour of the onsite experience.

A further enrichment were the nineteen colleagues who had received a scholarship due to challenging local or personal circumstances, and were offered free online access. Due to the conference's limited budget, this would not have been possible had the programme been fully offline.

Now that we have got the ball rolling, it is time to hand over the baton. Our colleagues in Sheffield, UK, are already working hard on the preparations for their own CLIL 2023 event. After that, perhaps there is room for World CLIL 2024 in Edinburgh, Hong Kong, Willemstad or elsewhere...?

Through regular meetings in diverse locations, I for one hope that the international CLIL community will continue to grow in both its diversity and its unity, as we continue to learn by sharing our classrooms and sharing our worlds.
World CLIL was hosted by Leiden University, in collaboration with Nuffic, Amsterdam University of Applied Sciences, Utrecht University and the Dutch Network of Bilingual Schools. Special thanks to the rest of the organising committee, to the PhD researchers from ICLON and students from the World Teachers Programme and the HvA who helped with the organisation and moderation, and to all who shared their work at this event. Interested in seeing what was on the programme? It is still available via www.worldclil.com.
Photographs by Peter Sansom.

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Sharing classrooms, sharing worlds: The international CLIL community together again at last - Teaching and Teacher Learning

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"In classrooms on all populated continents of the world, learners are engaged in learning content in a language that they do not speak at home. Depending on where you are, you may know this as Content and Language Integrated Learning (CLIL) or under another name.

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C.L.I.L. Content and Language Integrated Learning

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Amazon.com: C.L.I.L. Content and Language Integrated Learning: 9780521130219: Coyle, Do: Books

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I’ m Angela from Catania, I teach English in a lower secondary school. This is my second experience with Techno CLIL. I hope this course will be as engaging and interesting as last year one.

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Language teaching

Teaching trends and techniques

As the holiday season approaches, learners often struggle to stay motivated and focused on their studies amidst the festive cheer and distractions. It's easy to get caught up in the excitement of the holidays, but maintaining consistency in language learning is crucial for making progress. To help you stay on track during this joyful yet potentially distracting time, here are some effective strategies and tips to keep things going.

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Blogs - Language Learning | Pearson Languages

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Be inspired by blogs from our language learning experts.

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Exam Seekers - Content related to English Exams and Courses.

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CLIL – Content and Language Integrated Learning – What is that? - Exam Seekers

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Do you know what CLIL means? Do you know what it is or why it has become so popular lately? Make sure you read this text to know all about it!

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Clil theory - Download as a PDF or view online for free

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Introduction to CLIL (content and language integrated learning)

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Attaining Content and Language Integrated Learning (CLIL) in the Primary School Classroom

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In consideration of the need for pupils to start using English as a second language (L2) beyond the 2-3 hour a week compulsory “English lesson” in Italian primary schools, the new Italian National Curriculum Guidelines encourage multilingual education. This official stimulus could lead to the achievement of a more bilingual classroom with increased usage of English throughout the school day, especially through the use of Content and Language Integrated Learning (CLIL) strategies. However, teachers are often at a loss as to how to accomplish this. They must be helped to realize that it can be easier than they think, especially through the use of new technologies, and in spite of what they consider to be inadequate preparation. They need clear, practical indications of easy, brief activities that they can carry out daily in English in their classrooms in the various subject areas and they need to be familiar with the multimedia opportunities that exist to achieve this goal. This experimental project presents practical, flexible materials and ideas that can be used to introduce topics or to revise contents in all subjects while encouraging the use of L2 instead of Italian (L1). The materials developed can be easily adapted for use in other foreign languages (L2) and in lower secondary education for a third foreign language (L3) (CEFR 0-A1). This CLIL project aims to facilitate primary school teachers’ introduction of English into all subjects. This paper was presented at the 9th International CLIL Conference, Think CLIL 2014, Ca’ Foscari University of Venice, Venice, Italy, 28-30 August 2014.

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31) Linton Roe on CLILing with primary school students and the role of music

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Podcast · Patrick De Boer · My name is Patrick and I am a CLIL teacher trainer, coach and maths teacher. In this podcast I’ll share my thoughts, ideas and experiences on both CLIL training and teaching. Want to find it out more about CLIL or how I can help you become even better CLIL teachers or teams? You can find me at www.clilmedia.com. Enjoy!

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This is the first episode in a new series called What is CLIL? Host Coline Mailleux interviews CLIL teachers to uncover both the meaning and the practice of CLIL. In this first episode, Coline interviews Graham Mackenzie, a Project Associate Professor at Sophia University, who has extensive experience teaching CLIL, researching CLIL, and running teacher… Continue reading What is CLIL? by Coline Mailleux – Episode 1: Graham Mackenzie

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Teachers Talk Radio - The CLIL method in language teaching: The Twilight Show with Maud

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Brighter Thinking Pod - Ep 17: Content and Language Integrated Learning (CLIL)

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The CLIL method in language teaching: The Twilight Show with Maud | Podcast | Boomplay

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An innovative approach to teaching appeared in the 1990s with a strong European union perspective: The CLIL method. What does CLIL stand for exactly? How can it be applied in state schools and what are its objectives, advantages and challenges? Our interviewe, Ali, is a Lead practicioner in French and he is sharing his own teaching approach inspired by the CLIL method.

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World of Better Learning | Cambridge University Press

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World of Better Learning has many articles about Content and Language Integrated Learning (CLIL). Here we delve deeper into the benefits of integrating subject content into the young learner's language classroom and suggest that teachers who introduce CLIL into their language learning classrooms will benefit not only their students but also themselves.

What do we mean by CLIL?

CLIL can mean different things to different people. In the Better Learning Research Review, Ben Knight (2022) presents the CLIL/EMI cline (shown below). This article refers to the left side of the cline where the focus is on mastering language skills in the classroom. However, many of the benefits for teachers will potentially be relevant to all teachers who integrate language and content into their lessons. See Peter Clements's blog post on English as an Additional Language for the other side of the cline.

CLIL in ELT

From the ELT perspective, CLIL or content lessons can help target a different type of language that can sometimes be overlooked in classes, cognitive academic language proficiency (CALP): the difference in the kind of language that we use for communicating with other people versus language used more academically. Jade Blue has a blog post that delves deeper into the types of language involved in CLIL.

For example, consider the subject of eggs. If we ask someone "would you like some eggs for breakfast?" or "do you like to eat eggs in the morning?", that's a different style of language than if we are talking about how we get eggs. A sentence like "eggs come from chickens" is not a typical example of language in everyday conversation, but it is still an essential style of English for learners to understand.

How learners benefit

To provide a practical, real-world example, let's explore a lesson from Cambridge's Kid's Box New Generation. This series focuses on teaching English to young learners and also includes CLIL content in each level.

This lesson starts with an engaging video to set the context, presents language, and then helps students develop critical thinking connections between food and where it comes from. At the end of the lesson, students have the opportunity to collaborate by designing their own food posters together, activating language and practising transferable life skills.

There are benefits for children doing this lesson that go beyond just learning language, by giving students a chance to learn more deeply and connect their use of language to other areas of the curriculum.

How teachers benefit

Teachers can also benefit from incorporating subject content into their language lessons. Some language teachers feel hesitant to bring in other subjects, especially if they lack confidence in their ability to teach those subjects. However, incorporating content into language lessons doesn't require teachers to be experts in the subject matter, as they are teaching the language of geography, science, or other subjects. Bringing in content can make lessons more engaging and enjoyable, adding variety to lesson planning and delivery.

It can also help to reinvigorate students' learning experience and provide a fresh perspective. By creating a dynamic and integrated classroom experience, both teachers and students can benefit from a more stimulating and rewarding learning environment.

Subject knowledge and teaching skills

Incorporating CLIL content into lessons can help teachers develop their own subject knowledge and become more well-rounded educators. Teaching CLIL lessons can also help teachers develop their language-teaching skills by adapting their strategies to meet the needs of teaching subject content. Both of these situations can lead to professional growth and development.

Collaboration

A CLIL approach can foster collaboration and interdisciplinary work among teachers, creating opportunities to develop professional relationships and a sense of community. Through collaboration, teachers can share their knowledge and expertise, learn from one another, and develop new teaching strategies that enhance student learning. Moreover, teachers who feel part of a community are more likely to be satisfied with their work, which can translate into increased job satisfaction and motivation.

In summary

So, while CLIL is often discussed in terms of its benefits for students, it's also important to recognise the benefits for teachers. Incorporating subject content into language lessons can help make teaching more enjoyable, develop subject knowledge and language teaching skills, and create opportunities for collaboration, all while helping students learn important content-related language and life skills.

To find out more about Kid's Box New Generation and download sample content, click here.

References: Knight, B. (2022). A research-based approach to professional development for English as a Medium of Learning teaching staff. In P. Watkins (Ed.), The Better Learning Research Review. Cambridge University Press & Assessment. https://www.cambridge.org/9781009152150

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The benefits of CLIL for young learners - and teachers!

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Content and Language Integrated Learning (CLIL) can benefit young learners - here's how to integrate it into the language classroom.

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CLIL Training Intro

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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'
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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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Today I would like to ask you a question: do you bear in mind the ( listening, speaking, reading and writing) when planning your CLIL units or projects? I try to do so, even if sometimes it is a bit tricky.

From my point of view, it is highly important that our students have time to practise the 4 skills in their CLIL class because, in fact, they are using a language to learn in a similar way they would if they were learning content in L1. Whenever they are learning contents from any subject in L1 they are also using the 4 skills: maybe they are watching a video and they are listening to information they need for a purpose (listening) ; they are discussing a topic (speaking); they are searching for information in books or on internet (reading) or they are writing a report (writing). So, why not practising the 4 skills in our CLIL lessons?

Would you like to find out what activities I use in my CLIL lessons to practise the 4 skills? Good! Keep reading👇

► The MOST important is that students realise they are using the language for a PURPOSE, so the activities should be set in a CONTEXT and should be MEANINGFUL for the kids. These activities can always have an audience or to be useful for the school.

► SCAFFOLDING (click here to read the post about Scaffolding) and MODELLING by the teacher is highly recommended. Our students are learning content and language. They need this support to improve and to make progress.

Now tell me, how do you plan the 4 skills in your CLIL lessons? I will be very happy to read your experience.

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do you bear in mind the 4 skills when planning your CLIL units or projects? Here you can find examples of activities I plan for my CLIL lessons.

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CLIL Content and Language Integrated Learning Approach in the Classroom | What is it? How to use it?

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CLIL Courses for Teachers: Specialized TEFL/TESOL Certification in Content and Language Integrated Learning | Bridge TEFL

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Prepare for the future of bilingual education with our comprehensive CLIL courses for teachers and administrators: Specialized Certification in Content and Language Integrated Learning (CLIL) Methodology.

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Bridge Education Group TEFL TESOL Certifications

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Teaching demonstration of how a CLIL lesson works with young learners

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Are you a language teacher who, apart from your job, is extremely passionate about something else, like cooking, hiking, biology, or spreading positivity around you? If yes, this is the article for you! In this blog post, we will discuss what the very effective Content and Language Integrated Learning (CLIL methodology) approach is and how it can be integrated into your language teaching to engage your learners. Through CLIL you will boost your students' excitement and teach them important life skills in addition to immersing them to their target language. This is one more effective language teaching methodology that will bring the learning results you want out of everyone and is usable in ESL, ELT and foreign language teaching.

What is CLIL or Content and Language Integrated Learning?

CLIL stands for Content and Language Integrated Learning and as the term suggests, this approach is used to teach students about a new subject in a language foreign to them. Through CLIL, students not only learn a second language but also learn about a topic totally new to them, for example drawing or climate change. If students are familiar with the subject then the approach is not CLIL. Therefore the success of this approach relies on the integration of the new language and the new learning content. The subject can be anything really, from painting and physics to life skills. If you are out of ideas, reach out to your school's subject teachers to get recommendations or even ready-made lesson plans!

Think of yourself in a class, learning painting through Italian or English if it is not your native language. Keep in mind you are familiar neither with painting techniques nor with the target language. During the first classes, you will hear the teacher mentioning the word quite often. In the beginning, you are dependent on the instructor's body language and gestures in order to understand the tasks you need to perform. Observing their body language and the items the teacher is showing, you will soon realise that stands for . In other words, what you will work on during these classes is paintings!

This is a simple example of the CLIL approach and how a CLIL teacher operates. In order to learn what dipinto, paesaggio (landscape) and(portrait) mean you will only need to attend the painting lessons, observe and listen to the teacher.

What are the benefits of using CLIL in language learning?

The CLIL approach has gained popularity in language teaching as it offers various benefits to both language learners and educators. Here are some of the key benefits of using the CLIL lessons in language teaching:

In summary, the CLIL approach offers a holistic and immersive way for students to learn a second language while acquiring knowledge in other subject areas.

What are the challenges in Content and Language Integrated Learning?

The fact that the target language is new might confuse the learners at the beginning, as they have to focus on both the target matter and using their foreign language skills. By assignments, group work and discussion in the classroom, students will eventually become part of a routine and nothing will seem abnormal or too difficult anymore. In order for the teacher to prepare suitable learning materials and efficiently teach, they should develop their knowledge of the target subject. This is of course a substantial time investment from the CLIL teacher especially if there are no ready-made learning content available. At the same time, the classes are best to be designed in a way that students have a good comprehension of the subject taught and of the foreign language used to teach the topic. Teachers should also be aware of the skills and difficulties of each student, and scaffold the learning activities according to the students' learning process. Concept checking questions are a teacher's right hand when using the CLIL approach!

The elements of a CLIL lesson in foreign language teaching

Learning a language using the CLIL approach is done implicitly. Students learn the language naturally, through conversation, observation and socializing, where learning grammar is not the primary goal. Students are also focused on a subject, for example, maths or woodworking, that interests them and the fact that acquiring more linguistic knowledge will help them learn the target matter better is very motivating.

Language teachers should not be off using CLIL just because it is used for subject teaching. The point is not to be expert in a target matter, for example biology, as you, the language teacher, can add the CLIL approach in a lesson hour.

The elements of a successful CLIL lesson based on 4Cs curriculum (Coyle 1999 & Coyle 2008) are:

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.

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 practical example of CLIL approach in a language classroom

Based on the week's/month's topic, as an introductory or wrap-up lesson you can try out the CLIL approach in your classroom. For example, you might have taught key vocabulary about nature and the countryside, and building from this, planning a flower or gardening activity could be very exciting for your students as they will see this lesson as a game or, better say, a break time. The only difference is that for this CLIL lesson you will place yourself as an experienced gardening instructor.

You can bring in class plants and flowers (both common and some more rarely seen items) and organise a gardening, watering and flower decoration lesson. Display the items for your students to see. Do not forget to also provide the tools necessary. The reason we suggest that is the students will meet the items on lesson day (and not prior to that as they would if they were asked to bring the tools themselves), so there will be the element of the surprise for the upcoming lesson.

If your school's facilities allow it, you can take the students outdoors and give them a gardening class. Speak to them while you put the plants in the soil. Hold the items and repeat the word. For example, hold the plant pot and repeat " maceta". In that way, the children will learn what plant pot means in Spanish, in our case, without you translating the words. Students will remember the vocabulary better when they can make the real visual connection to the item. As soon as you have finished your gardening lesson, always revise the key vocabulary by showing the items once more with the help of your students (for example using Flashcards to do so would be a great way to help students recall these vocabulary items).

Remember to also check out our another article on the 10 best language teaching strategies for more inspiration and ideas for your next language class!
If you're a language teacher who's looking for inspiration to try out new language teaching methods, then check out Sanako's Youtube Channel for instructional videos to some of the most advanced, evidence-based approaches to language teaching and the key concepts behind them. References used in this blog post:
B. F. KLIMOVA CLIL and the teaching of foreign languages. [Online] Elsevier Database. Available from: http://www.sciencedirect.com

Pearson. What is Content and Language Integrated Learning

FluentU. CLIL: What it is and why language teachers will find it delightful
This blog post was last updated 20 September, 2023.

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What is CLIL and how to use it in language teaching?

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CLIL stands for Content and Language Integrated Learning and it is used to teach students about a new subject in a language foreign to them.