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CLIL stands for Content and Language Integrated Learning. It is an educational approach where you can learn a subject using another language which is not your native language.

So, students learn both subjects simultaneously; it's like learning two things at once: the subject you are studying and how to communicate with L2.

This way of learning helps students to understand and learn L2 while learning other subjects.

Noemí Casanovas and Mariona Miró

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CLIL (content and language integrated learning) is a methodology where content leads the way the students learn and language supports that content.

It’s a cognitive challenge that include language immersion. Students learn content and languages in real situations, so the learning process is active, autonomous, practical… with different tasks and process, there aren’t many theoretical concepts in fact.

A remarkable benefit of this language immersion is the multiculturalism and the cooperative skills that students can develop by learning by CLIL.

(Marina Gomis, Miren Luís and Andrea Reverté)

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Content and Language Integrated Learning (CLIL)

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Content and Language Integrated Learning (CLIL)

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Content and Language Integrated Learning (CLIL) is an innovative teaching methodology in which a foreign language is used to teach contents to children. Its aim is not only learn and teach content, but also to practise the language without increasing the amount of time spent on teaching and learning a foreign language.

CLIL promotes the ability of thinking critically, encourages creativity and motivation and promotes cooperation. It also contributes to the development of children's linguistic competence through challenges and problem-solving tasks, as it promotes the student's autonomy.

CLIL sessions at school are characterised by the use of a foreign language in real-life situations, which enables meaningful learning.

Gemma Domingo, Carlota Gonga and Regina Salvadó.

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CLIL, which stands for Content and Language Integrated Learning, is a teaching approach in which a foreign language (L2) content from a non-language subject, such as mathematics or science, is learned. However, the native language (L1) should be used as linguistic support to ensure comprehension of behavioural aspects.

This teaching approach provides a more natural, less forced learning experience of a foreign language, as it is being learned through use (communication). Furthermore, CLIL promotes social and thinking skills.

In addition, CLIL promotes interculturality since children can communicate with people of different languages through L2 properly, so it is not only about learning content and languages but also about promoting inclusion.

To sum up, CLIL is an excellent opportunity for teachers and students to become bilingual and increase their time using a foreign language.

Cristina Creus and Núria Ferré

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Content and Language Integrated Learning (CLIL)

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Content and Language Integrated Learning (CLIL)

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Content and Language Integrated Learning (CLIL) is an educational approach that uses a foreign or second language to teach a subject—for example, teaching subjects such as science or history in English in Spain. The pupil studying with CLIL is learning local and second languages simultaneously.

Furthermore, while building new knowledge, they are improving their language skills in a natural and integrated way. This method benefits students since they learn different languages in different contexts. This provides them with more social or employment opportunities in a globalized world. Also, using practical academic activities helps students acquire skills they can develop in the real world.

Estela Peiró and Sana Qassemi

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Content and Language Integrate Learning (CLIL)

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Content and Language Integrate Learning (CLIL)

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Taking reference to the three definitions that we read in class and the point of view of some experts, Content and Language Integrated Learning (CLIL) is an educational approach whose aim is not only to learn a foreign language through an authentic context but also to learn different contents as maths or science at the same time.

CLIL uses an additional or foreign language in order to teach new curricular contents and that language. In this approach, students should participate actively to practise speaking and acquire new knowledge.

The role of teachers consists of giving appropriate support while students are working. Moreover, this assistance involves scaffolding the process in order to break down the learning and trying to adapt it to students’ different levels. In addition, they should promote the development of the L1 language.

Foix Montané i Marc Vernet

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Content and Language Integrated Learning (CLIL)

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Content and Language Integrated Learning (CLIL)

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CLIL is a teaching approach developed by David Marsh, a pioneer in multilingualism and bilingual education. CLIL integrates content and language seamlessly. It's not a one-size-fits-all method; rather, it's about adapting to each unique context while emphasizing the integration of content and language. The European Union recognizes CLIL as an innovative approach to bilingual education. In essence, CLIL isn't just about teaching subjects or languages; it's about overcoming barriers through integrated learning.

There's no single model of CLIL, however all models share the idea of treating content and language in a dual manner, promoting learning through construction rather than instruction.

Moreover, students in CLIL classrooms are compared to traditional setups, they're dealing with more intricate language structures and handling significant amounts of information, which greatly enhances their capacity to grasp and process content.

(Marta Álvarez i Anna Vallverdú)

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CLIL (Content and Language Integrated Learning) 

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CLIL (Content and Language Integrated Learning) 

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CLIL (Content and Language Integrated Learning)  is known as language immersion. It is a teaching method that involves learning a subject and a language simultaneously. For example, you can learn art or music in English.

The main objective of CLIL is to develop intercultural understanding and social and thinking skills. Therefore, we are learning both the content of English language and the subject we are dealing with.

For the successful implementation of CLIL, it is necessary for L2 specialists and subject specialists to work together, when designing materials and designing the work in the classroom.

From of our point of view, we believe that CLIL is a good form to learn content in a transversal way, although there must be good teamwork between the teachers.

(Àngels Caballé i Ragini Escoda)

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Content and Language Integrated Learning (CLIL)

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Content and Language Integrated Learning (CLIL)

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Content and Language Integrated Learning is a methodology that combines linguistic knowledge and academic content. CLIL is conceptual, procedural and linguistic.

The main objective of CLIL is to improve students’ cognitive skills. Consequently, children have more resources for developing the competences and being an active member of the society.

While the main characteristics of CLIL are to support language awareness in content classes and to support content awareness in language classes, the key of it is to use the language as a vehicle.

The CLIL methodology can be put into practise through diverse perspectives. For example, to use the foreign language in a different subject from its own subject or as the main language for a cross curricular project.

(Mercè Balañà and Nines Garzón)

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Content and Language Integrated Learning (CLIL)

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Content and Language Integrated Learning (CLIL)

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The acronym of CLIL (Content and Language Integrated Learning), is an educational methodology that combines the teaching of curriculum subjects with the use of two languages: a first language (L1) and a foreign language (L2).

The objective of CLIL is to develop both academic content and language skills of students simultaneously. It is important to start with this method as earlier as possible, because students retain information more easily in early ages, so it is the perfect moment for them to learn new languages.

Finally, we think that schools should consider CLIL as an opportunity to become bilingual, because if teachers implement this methodology effectively, students can reach meaningful learning.

Laura Arjona, María Bocanegra and Laura Gascó.

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Content and Language Integrated Learning (CLIL) 

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Content and Language Integrated Learning (CLIL) 

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Content and Language Integrated Learning (CLIL) is a methodology in which teachers teach the content of a subject using as foreign language, giving both the content and the language importance.

While using CLIL, you are focusing not only on the content of the subject, but also in developing the second language, a fact that could be useful for international students, that will be more integrated in classes due to teacher's explanations in an international language.

From our point of view, CLIL is usually used in subjects of science and we believe that the results would be better if we could implement this methodology in all subjects except the L1's. This means students will improve their L2 in an interdisciplinary way.

Maria Durán and Helena Sánchez.

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Content and Language Integrated Learning (CLIL)

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Content and Language Integrated Learning (CLIL)

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CLIL is a methodology where curricular contents are learned in the second language.

It is a way to combine curricular learning with the learning of a foreign language simultaneously. It brings benefits to students as they develop skills to learn the subject in a language that is not their mother tongue.

Therefore, they need to understand and learn concepts presented to them in another language, thus improving their language proficiency.

Finally, this methodology is implemented in primary and compulsory secondary education.

Anna Boneu i Laura Hernández

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Content and Language Integrated Learning (CLIL)

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Content and Language Integrated Learning (CLIL)

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Content and Language Integrated Learning (CLIL) is defined by some authors as an umbrella that describes the use of two languages, first language (L1) and foreign language (L2) that coexist in order to build up knowledge of a non-language subject. Such as science or maths.

The key to this method is starting in students’ early years of school, because the sooner they start this program, the better they will get at it since it’s long-term learning.

All in all, we believe that teachers should be able to teach either using the L1 or the L2. That way, students will have more chances to be in contact with L2, which will make their learning richer and increase the opportunities to become bilingual.

Laura Garrit and Mar Mallorquí

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Content and Language Integrated Learning (CLIL)

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Content and Language Integrated Learning (CLIL)

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The acronym CLIL stands for Content and Language Integrated Learning and that’s why we believe that it represents a teaching-learning process where content is learned through a foreign Language.

This learning method should start developing on the first stages of children's education, in early childhood education because is when they have the greatest neuronal plasticity and it will be easier for them to learn a foreign language in a contextualized way. Furthermore, it is interesting to continue with this practice in subsequent years, reaching after secondary education.

Finally, CLIL must address the difficulties and needs that students may present both in language and content.

Laia Bagés and Paula Romero