Professional Documents
Culture Documents
INTRODUCTION
Teachers who are going to teach a non-linguistic area in English require not only competence in the foreign language but
also in methodology and strategies. They have to plan activities that suit different kinds of learning styles, to use
scaffolding techniques, to work systematically on the subject language and on the interaction language using real materials
in real situations with meaningful activities.
In this chapter we go deeper into the study of the guiding principles of CLIL, the use of a foreign language in the teaching
and learning of non-linguistic areas and the strategies and scaffolding needed for doing so.
After some time working with a CLIL approach teachers become more creative and self-confident. They are able to design
units, to create or adapt their own material and thus, develop their professional competence.
OUTCOMES
1. Learning about CLIL, its origins, variants and implementation models.
2. Learning about integration of language, content and learning skills
3. Learning about CLIL core features; the four Cs framework.
4. Reflecting on and learning about the use of English as a medium of instruction
5. Analyse all the elements of a CLIL teaching unit, paying special attention to the tools, frameworks and models that can
help us to plan and design the tasks and the materials for our own teaching unit.
"CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of
content and language with the objective of promoting both content and language mastery to predefined levels." (Maljers,
Marsh, Wol, Genesee, Frigols-Martn, Mehisto, 2010)
CLIL is an umbrella term that embraces any type of programme where an additional language is used to teach
non-linguistic content matter. As stated by Dieter Wolff, CLIL as an educational concept is not homogeneous; a rather large
number of different variants can be distinguished. A CLIL approach varies independently of a specific educational system
or other factors, according to whether it takes place in primary, secondary or tertiary education. Other factors responsible
for variation are environmental. They depend on the educational system of a country and on the wider socio-linguistic
context in which the approach is embedded. According to David Marsh there is no single blueprint for CLIL.
The essence of CLIL is in integration. The dual focus of having simultaneous content and language learning outcomes
marks a change from conventional practice in both subjects and language teaching. This divergence has become more
pronounced as research on CLIL has given rise to the triple focus concept, whereby content and language goals are
pursued with a sophisticated understanding of student cognition, usually referred to as thinking skills (see Mehisto/ Marsh/
Frigols 2008 and Coyle/ Hood/ Marsh 2010).
In CLIL, content goals are supported by language goals, in addition to a focus on content and language, there is a third
element that comes into play: Learning skills which constitute the third driver in the CLIL triad.
European CLIL is highly diverse, with many different types commonplace. Although different, such types have much in
common because the reasons for doing CLIL, what we call the dimensions, are interlinked in CLIL practice. There are five
dimensions based on issues related to culture, environment, language, content and learning:
The language dimension: LANTIX
The content dimension: CONTIX
The learning dimension: LEARNTIX
The culture dimension: CULTIX
The environment dimension: ENTIX
http://www.clilcompendium.com/clilcompendium.htm
For many years, when CLIL played only a minor role in institutionalised teaching and learning, methodological issues
were neglected. In general, teachers taught their content subject in the foreign language just as they would have taught it
in their mother tongue. Similarly, language teaching and learning in a CLIL classroom took place according to traditional
language teaching methodology. In some ways, the content of the content subject simply replaced the traditional content of
the language classroom, and apart from this the CLIL classroom was like a traditional teacher-centred language or content
subject classroom.
The situation has changed considerably in recent years. Educationalists and practising teachers have realised that the
pedagogical potential of CLIL is higher than they had anticipated, and a number of more innovative advocates of CLIL
insist that a specific CLIL methodology should be developed. (Wolff 1997b, Thrmann 2000, Abendroth-Timmer et al.
2004).
Reading skills are regarded as highly important in the CLIL classroom. Most of the acquisitional processes are related to
reading comprehension: learners work with documents and other sources in order to acquire knowledge in the content
subject. Although reading strategies play an important role in all learning contexts, in CLIL they are crucial to the students'
success or failure. A specific CLIL methodology has to take this into account: thus, the promotion of reading strategies
plays an important role in all methodological discussions. And it must not be forgotten that content subject work also
includes specific reading skills: e.g. "reading" graphs, maps, charts etc. Specific processing strategies have to be acquired
which help learners to process the information contained in these materials. In a way, the focus on processing strategies in
the CLIL classroom is characteristic of a new methodological approach, which is not only language- but also contentbased. Learners do not read texts in order to learn language but in order to acquire knowledge in the content subject. This
makes the whole learning process more skill-orientated both with respect to language and to content.
This is also true of the productive skills. Whereas in the communicative language classroom the promotion of oral skills is
regarded as particularly important, in CLIL classrooms writing skills take up a highly significant role. From very early on
learners have to use the foreign language to write down the results of what they have studied: they compose reports,
definitions, compile results of observations etc. Content subject language competence is to a large extent text competence
(cf. Portmann-Tselekas 2002), and a CLIL methodology must be geared towards writing proficiency in the foreign
language.
Methodologically, the CLIL classroom should not be characterised by monolingualism (i.e. using the foreign language
exclusively) but rather by functional bilingualism, i.e. using the mother tongue and mother tongue materials when it is
necessary to provide and promote a multiperspectival, contrastive and integrated view of content. This approach is fairly
new compared to the theories brought forward in foreign language teaching methodology where the exclusive use of the
foreign language is seen as mandatory (cf. Otten & Wildhage 2003).
reflection
on
the
learning
process
to
experiment
with
Authenticity
Active learning
outcomes
connecting
with
other
speakers
of
the
CLIL
than
the
teacher
Co-operation
Scaffolding
planning courses/lessons/themes in co-operation with
building on a student's existing knowledge, skills,
attitudes, interests and experience
repackaging information in user-friendly ways (use of
graphics, manipulatives,etc)
responding
to
different
learning
styles
(visual,
kinesthetic, verbal...)
fostering creative and critical thinking (e.g. in problem
solving)
challenging students to take another step forward and
not just to coast in comfort (e.g. thinking of a different
way of solving a problem)
CONTENT: Progression in new knowledge, skills and understanding. It does not have to be part of a discrete curriculum
discipline such as Maths, it can be drawn from alternative approaches to a curriculum involving cross-curricular and
integrated studies.(Coyle,D. et al. 2010)
e.g. A game in which students have to go shopping to a supermarket and have to use coins, they solve addition and
subtraction problems, they have to choose the healthy food, they have to consider the price, etc.
COMMUNICATION: Interaction, progression in language using and learning. Learners are encouraged to produce subject
language orally as well as in writing and to participate in meaningful interaction. (Coyle,D. et al. 2010)
e.g. Students verbalize the steps that they have followed to solve a problem.
COGNITION: Engagement in High Order Thinking (HOT) and understanding, problem solving, and accepting challenges
and reflecting on them. CLIL is about allowing individuals to construct their own understandings and be challenged
whatever their age or ability. (Coyle,D. et al. 2010)
e.g. Pupils solve a problem in pairs and then evaluate the different answers and the different procedures.
CULTURE/COMMUNITY: self and other awareness, identity, citizenship and progression towards pluricultural
understanding. (Coyle,D. et al. 2010) CLIL offers rich potential for developing notions of pluricultural citizenship and global
understanding but these need to be planned and transparent (Commission of the European Communities, 2008)
e.g. Students solve a problem using different local measurement units ( students from different regions or countries,
students participating in a Comenius project, students in groups representing different countries, etc.)
Scaffolding Strategies
Scaffolding has been defined by Wood, Bruner, and Ross (1976) as an adult controlling those elements of
the task that are essentially beyond the learner's capacity, thus permitting him to concentrate upon and
complete only those elements that are within his range of competence.
The notion of scaffolding has been linked to the work of Vygotsky. However, Vygotsky never used the term
scaffolding (Stone, 1998), but emphasized the role of social interaction as being crucial to cognitive
development, so that learning first occurs at the social or interindividual level.
Thus, when a child learns with an adult or a more capable peer, the learning occurs within the child's zone of
proximal development (ZPD). ZPD is defined as the distance between the child's actual developmental
level as determined by independent problem solving and the higher level of potential development as
determined through problem solving under adult guidance and in collaboration with more capable peers
(Vygotksy, 1978, p. 86).
Enabling the learner to bridge this gap between the actual and the potential depends on the resources or the
kind of support that is provided.
Sadhana Puntambekar (Dec 23, 2009). Scaffolding. Retrieved from http://www.education.com/reference
/article/scaffolding/
Students in a CLIL programme face particular challenges when dealing with the language demands of subject matter
instruction; the challenge of learning specialized disciplinary language is added to the task of learning English.
There are good reasons to believe that content-area instruction can provide an excellent context for the development of
academic English. Science, for example, involves the kind of learning through multiple modalities (talking, reading, writing,
doing firsthand investigations and experiments), which is often considered as characteristic of high-quality instruction for
English language learners (Echevarria, Vogt, & Short, 2004).Recent studies suggest that students learn to read and write
science texts best by learning to do so in authentic contexts for authentic purposes.
Without the proper scaffolds, the language demands can compromise English language learners' understanding of
content. These language demands include understanding and making sense of investigation procedures, explaining
processes, participating in discussions ,acquiring specialized vocabulary (that often carry more than one meaning),
gathering information from books, and writing observations and other expository texts.
Tools such as visual representations (e.g., concept maps, t-charts), inclusion of supplementary materials (books, maps,
illustrations), and pre-teaching content vocabulary are commonly suggested scaffolding strategies.
Vocabulary knowledge has been identified as the most common obstacle to reading for students who are learning
non-linguistic areas in English.
Vocabulary may present special challenges for all students. New words have particular importance, because they are, in
effect, labels for the concepts and processes that are the core of content-area domains. Understanding these words is
essential to reading for comprehension in content-area texts and fundamental to conceptual understanding. The link
between word knowledge and comprehension of content-area text and quality writing makes common sense.
A balanced approach to vocabulary instruction combines immersion in an environment rich in vocabulary, elaborated
interactions with important academic words, explicit instruction of a limited number of well-chosen words, and instruction in
strategies with which students can acquire words independently.
Successful content-area instruction in English:
a) provides additional scaffolding for language.
b) makes connections to students' linguistic resources in L1.
c) provides additional opportunities for practice.
d) supports the development of strategic behaviour.
This empowers them and supports the development of a classroom culture where students assume ever-increasing
responsibility for their learning.
12. Create a wide variety of opportunities to develop all four language skills - listening, speaking, reading and
writing
Each language skill reinforces the other. Look for opportunities to combine all four skills into one activity or a series of
activities. For example, if you are discussing globalization, first have the students write down some of their own thoughts
about the pros and cons of globalization. In pairs, each student could read what the other wrote. The two students can
then combine their answers into one written statement.
They can practise presenting their conclusions. One pair then presents to another pair. The two pairs discuss their
differences and try to establish one common text.
13. Work systematically to build equal status for languages used in the school
All languages learnt and used in the school deserve equal attention. For example, opportunities should be taken to make
announcements in the languages of the school. Student assemblies could include performances in the CLIL language. You
can model the value of the CLIL language by speaking to students and colleagues outside the classroom in the halls or
cafeteria. Sheltered opportunities for communication with peers from abroad, who speak the CLIL language, and with
non-CLIL students can help students understand the benefits of language learning. Most students perceive international
communication to be exciting. Languages can further be brought into the school ethos by creating opportunities for
bringing various languages, including the students' native language(s), into the school during assemblies and fairs.
14. Set high, but realistic expectations
Do not underestimate what your students or you can do. Have high, but realistic expectations. At the same time, students
need to see those high expectations as attainable and fair. Also, search for the negative expectations that you have about
students and work to replace them with positive expectations. Above all, expect effort and dialogue from your students
about the learning process. If students are having trouble meeting expectations, build scaffolds to support them in their
efforts. High expectations help to reinforce the meaningful nature of school: they help students to concentrate on learning
and to behave better. They lead to greater achievement.
For example, if students are writing letters to a politician, they would be expected to use the appropriate level of language
and to make realistic proposals for solving an issue of concern. This may involve providing them with a general structure
for the letter and typical discourse patterns. However, students would also be expected to polish language and style, as
well as analyse the extent to which their proposals are logical and realistic.
15. Find ways of recognizing student effort and success
Reward effort. Also, reward co-operation, peer teaching, self-reliance, analysis of the learning process, task completion,
progress in meeting planned outcomes, as well as achievement in all subject areas. Every student needs well chosen
moments in the limelight.
Avoid constantly saying well done - the big pitfall of empty praise. Effective recognition is specific and consists of both
analysis and some form of public recognition. Give students an opportunity to speak about how they achieved their result.
Listening equates with recognition. Display student work in the classroom and hallways. Exhibit project work in the library.
Invite someone to see and comment on the work.
Separate praise from advice about how to move forward. The easiest way to do this is by banishing the word but. For
example, skip the second half of the following sentence. The graphs you used and the repetition of key messages helped
make the presentation a real success, but you have to be careful not to get carried away with the repetition. The word but
cancels out the reinforcement.
VIDEOS ON CLIL
Why CLIL?
http://youtu.be/9HhVnG0AYfI
Ken Robinson
http://youtu.be/ga2CYYCrtNE
FURTHER INFORMATION
For further information, you can visit the following links:
Read the pdf : Teaching Science through English, a CLIL approach by Cambridge ESOL TKT
https://www.teachers.cambridgeesol.org/ts/digitalAssets/117041_Teaching_Science_through_English__a_CLIL_Approach.pdf
And complete the Tests on CLIL at:
https://www.teachers.cambridgeesol.org/ts/digitalAssets
/113101_LIBS_TASK_MS_Word_CLILS_SAMPLE_PAPER_2009.pdf