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Unit 4. CLIL materials and resources Thank you Unit 4. CLIL materials and resources. Objectives Objectives of the unit Reflecting on the criteria for creating, selecting or adapting CLIL materials. Learning about the features which define quality materials for CLIL. Searching for

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5 ideas for engaging CLIL activities in class - CLIL Media

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Want to implement CLIL activities in your lesson, without any preparation time? These five activities might just be what you are looking for! Estimated time to read this article: 7 minutes One of the questions I always ask after a workshop is ' what is the most important thing you learned during this workshop?

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Importance of bilingualism - Download as a PDF or view online for free

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CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its practical application, outlining the key directions for the development of research and practice. This book acknowledges the uncertainty many teachers feel about CLIL, because of the requirement for both language and subject knowledge, while providing theoretical and practical routes towards successful practice for all.

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

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CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book give...

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

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

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Bilingualism: Characteristics & Development - Video & Lesson Transcript | Study.com

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Bilingualism is the norm, not the exception in the world. This lesson will talk about the characteristics of bilingualism and describe factors that...

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Exam Seekers - Content related to English Exams and Courses.

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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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Keep your brain sharp — it’s the most important tool you have to stave off mental decline.

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Classroom English for CLIL Teachers | Libristo - Magyarország

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Keres egy könyvet Classroom English for CLIL Teachers? Vásárolja meg egy elismert boltban kedvező áron. Átvételi pontok Csehország egész területén 30 napos visszatérítéssel!

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Using CLIL to help primary students think and learn in English

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The benefits of CLIL for language acquisition - Sanako

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Discover the benefits of CLIL for language acquisition in Sanako’s blog: principles, efficacy, real-world uses, and implementation tips.

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Bilingualism is like a superpower! After all, who wouldn't want the power to be able to communicate with loads more people than would be possible only speaking one language?

There are many facets and advantages to bilingualism, as well as several different types of bilingualism, but before we delve into these, let's first look at a definition of bilingualism:

Bilingualism: meaning

Bilingualism is an easy word to understand if you break it down into its constituent parts:

Bi - refers to two

Lingualism - refers to languages

Put them together and you end up with:

Bilingualism - the ability to use or speak two languages

Bilingualism refers to the coexistence of two language systems in a person or community's communication.

Monolingualism refers to the ability to speak only one language.

Is it that simple? Essentially yes, although there are a couple more things worth noting.

Fun Fact: It is estimated that over half the world's population is bilingual! How cool is that?

Types of bilingualism

Now that we know for sure what bilingualism is, let's dive into the different types! There are several criteria linguists use to define bilingualism, so we'll look at these in turn.

When looking at bilingualism in the context of ' who it is that's able to speak more than one language?' there are different definitions to refer to one bilingual person versus a bilingual community:

In terms of how people develop bilingualism, there are three key types of bilingualism:

Causes of bilingualism

It might be strange to think of bilingualism as having a 'cause' exactly, but what we're referring to here is the reasons why bilingualism might occur in different individuals and communities.

A primary cause of bilingualism is extensive language contact.

Language contact refers to the interaction that takes place between speakers who speak different languages or language varieties . In the case of bilingualism, we're talking about speakers who speak different languages.

Within this wider umbrella, there are many circumstances that can lead to extensive language contact between speakers of different languages, such as:

having parents of different nationalities who speak two different languages (presumably speaking a shared language as well). This would mean that the child grows up exposed to both languages, therefore learning both as they develop.

moving to a country where the language is something other than a person's native tongue. This would immerse the person in the new language in many different modes including hearing it spoken by the native people of that country, seeing it written on signs and in public places, and possibly having it taught in school or language lessons.

requiring to learn a second language for business purposes. A person working for an international company might be required to learn a second language in order to communicate effectively with colleagues or clients from other countries.

Bilingualism: English as a Lingua Franca

Through your English Language studies so far, you might have come across the term 'Lingua Franca'.

A lingua franca is a language that is adopted as the common language used between speakers whose native languages are not the same. In other words, a lingua franca is a language learned by people speaking different native languages to enable them to communicate with one another.

On a global scale, English is the most significant lingua franca, and has become the language of business and the language of computer science among many other fields.

Fun Fact: English is an official language in 67 countries around the world, as well as 27 non-sovereign entities!

In many countries around the world, the ability to speak English is not only held in high esteem, it is also necessary to facilitate business and foster professional international relationships.

In Singapore, English is spoken by approximately 37% of the population as a primary language. This is more than the 35% Mandarin, 13% Chinese dialects, 10% Malay, 3% Tamil, and 2% spread across other minority languages.

English is an official language of Singapore (alongside Malay, Mandarin, and Tamil), and is also the language of business and government. This is an example of societal bilingualism.

Because English is so significant all over the world, many people in many countries speak English as well as their native language; many people are bilingual due to English's prevalence as a lingua franca.

Other reasons why someone might become bilingual

Religious studies: certain religious studies might require a fairly extensive understanding of a secondary language to a person's native language. For example, Catholicism uses Latin which, although technically a dead language, might still be necessary in order to understand ancient religious texts. The need to understand Latin for religious studies would be more significant than in scientific fields that use some Latin terms but do not rely on full Latin comprehension, such as botany (eg. plant names) or medicine (eg. bone names).

Geography: in some countries, different communities speak different languages (for example, Nigeria is home to many different languages including Yoruba, Igbo, Hausa, and Kanuri). In order to facilitate everyday communication between different language speakers within a single country, it is necessary for the people to learn a common language. This could mean learning a second language, or even a third!

Benefits of being bilingual

As we said in the beginning of this article, being bilingual is like a superpower! There are so many benefits to being bilingual, so let's take a closer look:

wider communicative ability - the most obvious advantage to being bilingual is the increased ability to communicate with more people and in more countries. Speaking two or more languages opens up many opportunities for people, whether those opportunities be professional, educational, creative, or explorative.

privacy - people who are bilingual have the ability to code-switch. If two bilingual friends found themselves in a situation where they didn't want the people around them to understand what they were talking about, they could code-switch from one language to the other in order to keep their conversation private.

Code-switching is the ability to switch between different languages or language varieties within a single speech exchange.

increased cultural awareness - because culture and language are often so closely linked, being able to speak more than one language could give the speaker greater cultural insight and understanding. For example, if a child is born to Spanish parents, has grown up in England, but speaks both Spanish and English fluently, their understanding and awareness of their Spanish heritage may be a lot stronger than if they only spoke English. This child would likely have solid cultural awareness of both their Spanish roots and British culture, as a result of being bilingual.

competitiveness in the job market - as we've now seen, languages play an important role in business and professional settings. Being bilingual presents people with an advantage over their monolingual competitors and sets them apart as being able to reach more colleagues and clients.

ease of learning a third language - as with anything, practice makes perfect. If you already have a firm grasp of two languages, learning a third is made much easier.

creative expression - bilingual people have the unique ability to mix the best parts of the languages they speak. With a bit of creative code-switching, bilingual people are able to pack more punch into their discourse by adding impactful words in different languages. Sometimes idiomatic language and other kinds of phrases in one language do not translate well into others. Being bilingual enables the speaker to still use these evocative words and phrases without having to dilute their meaning by translating.

Common bilingualism features

Bilingual people most commonly belong to two different cultures or have roots in two different nationalities.

Bilingual people may use their different languages in different aspects of their lives (for example, an individual might speak English at school or work but Spanish at home).

Bilingualism does not always mean the speaker speaks both languages to the same proficiency. This is often assumed but is not always the case.

Being bilingual doesn't automatically mean the speaker will be able to translate between languages instantaneously; sometimes some extra thought will be required to translate things, especially if the speaker has varying proficiencies of each language.

Bilingual people who speak the same languages as each other will often mix languages and code-switch in conversation.

It is common for bilingual people to sometimes struggle to find a word in one language, so they might explain what they mean in another way.

Bilingualism - Key Takeaways

Bilingualism is the ability to speak two (or more) languages.

People become bilingual for many reasons including: being born to parents who speak different languages, learning a second language for education or business, moving to a new country, or wanting to integrate.

A lingua franca is a common language adopted by people who speak different languages to each other. English is a very prolific lingua franca and is an official language in many countries all over the world.

There are many benefits to being bilingual including: wider communicative ability, competitive edge in education and business, added privacy when conversing with someone, more creative expression, increased cultural awareness, and ease of learning a third language.

Common features of bilingualism include: belonging to two different cultures, code-switching, having differing levels of proficiency in each language, and using different languages in different aspects of life.

Frequently Asked Questions about Bilingualism

What is the main concept of bilingualism?

The main concept of bilingualism is the ability to speak two different languages fluently.

What is bilingualism and some examples?

Bilingualism refers to the ability to speak two languages. This could refer to someone who was brought up in two different languages (such as someone with parents from different countries), or someone who learns a second language later but achieves fluency in the second language as well as their native language.

What are the different types of bilingualism?

Compound Bilingual: refers to people who develop two languages within a single context.

Coordinate Bilingual: refers to people who learn two languages in different contexts.

Sub-coordinate Bilingual: refers to people who learn a second language using their native tongue.

What are the causes of bilingualism?

When someone grows up with parents of two different nationalities who speak different languages, and subsequently learns both languages as they get older.

When someone moves to a different country or associates mostly with people who speak a different language and they subsequently learn this language on top of their existing native language.

What are the features of bilingualism?

belonging to two different cultures or a single culture that uses two different languages.

the different languages are not necessarily spoken at the same level of fluency.

translating between the two languages or "thinking in different languages" might not be instantaneous.

code-switching is a common feature of bilingualism.

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Bilingualism: ✓ Meaning ✓ Types ✓ Features ✓ Benefits ✓ Lingua Franca ✓ StudySmarter Original

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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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Content Licensing Resources | NYTLicensing

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Learn more about how content licensing can help you achieve your content marketing goals.

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The Advantages and Disadvantages of Bilingualism in Child Development

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Advantages and Disadvantages of bilingualism in Child Development: Pros and cons explored for a comprehensive understanding. Learn more now!

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Gina D.B. Clemen Cross-curricular texts and activities Going for CLIL (Content and Language Integrated Learning) is designed for young teenagers at elementary level (CEFR A1-A2).Going for CLIL can be used in the language classroom as a supplement to a coursebook of the same level, or at suitable moments in the academic subject classroom. Offering a selection of cross-curricular texts and activities, Going for CLIL is divided into three graded sections (A1, A1-A2, A2). Each section presents a wide choice of texts taken from three academic subjects:• Geography• History• ScienceTopics have been selected according to the interests of students at this age, and to the syllabus of the academic subjects for the corresponding years. Students are therefore motivated by the possibility of using their English outside of the language classroom, in other disciplinary contexts.Consequently, they will not only gain knowledge of specific lexis, but they will also acquire confidence and key study-skills to approach future academic studies in English. Features:• 18 full-colour units, each dealing with one topic of the content subjects: Geography, History, Science• Clear and simple language, supported by illustrations, photographs, graphs etc.• Activities including extensive comprehension work to aid understanding, and to explore the topic in more detail• Numerous Internet Projects to encourage students to explore the topics further • Glossary section to explain the meaning of difficult words• Audio CD with the recording of the texts and some additional listening activities• Downloadable answer key from our website

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Content and Language Integrated Learning: The Good, The Bad, The Ugly, and The Best | The International Educator (TIE Online)

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Exploring the key advantages, potential drawbacks, and striking a balance to maximize the effectiveness of Content and Language Integrated Learning…

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One of the ways to improve language teaching and learning standards is Content and Language Integrated Learning (CLIL) - but is it worth the hype?

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The present book explores how modern board gaming and language teaching can be beneficially combined to achieve optimal impact. Modern board games have a lot to offer language learners and teachers, and they should play a much more significant role in what has been labelled "Content and Language Integrated Learning" or CLIL.

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What Is Content and Language Integrated Learning (CLIL)? | NYTLicensing

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Content and language integrated learning (CLIL) is an approach to education in which a subject and a language are taught simultaneously. Learn more in our comprehensive guide.

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What is Content and Language Integrated Learning (CLIL)? [webinar recording]