CLIL
Content and Language
Integrated Learning
Steve Darn
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Common Questions
What is CLIL?
 How does CLIL benefit learners?
 What are the underlying principles of
CLIL?
 What’s different about CLIL lessons?
 How do I become a CLIL teacher?
 Are there any available resources?
 Where can I find out more?
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Steve Darn
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What is CLIL?
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CLIL refers to any dual-focused
educational context in which an
additional language, thus not usually the
first language of the learners involved, is
used as a medium in the teaching and
learning of non-language content.
Derived from the notion of ‘Language
Across the Curriculum’
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Why CLIL?
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Successful language learning can be achieved
when people have the opportunity to receive
instruction, and at the same time experience reallife situations in which they can acquire the
language.
What CLIL can offer to learners of any age, is a
more natural situation for language development
which builds on other forms of learning. This
natural use of language can boost a learner’s
motivation towards learning languages. It is this
naturalness which appears to be one of the major
platforms for CLIL’s importance and success in
relation to both language and other subject
learning.
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Research Foundations
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It takes 5-7 years for students in a quality bilingual
program to become academically proficient in English.
Language acquisition is not a linear process; it is
cyclical and recursive.
Learners acquire best when they create, discover and
construct their own meanings.
Language is a means not an end, and when learners are
interested in a topic, they will be motivated to acquire
language to communicate.
Semantic fluency precedes grammatical 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 essential for developing academic English
skills.
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CLIL Dimensions
3. The Language Dimension
1. The Culture Dimension
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A. Build intercultural knowledge &
understanding
B. Develop intercultural
communication skills
C. Learn about specific neighbouring
countries/regions and/or minority
groups
D. Introduce the wider cultural
context
2. The Environment Dimension
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Improve overall target language competence
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Develop oral communication skills
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Deepen awareness of both mother tongue
and target language
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Develop plurilingual interests and attitudes
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Introduce a target language
4. The Content Dimension
A.
Provide opportunities to study content through
different perspectives
B. Access
A. Prepare for internationalisation,
specifically EU integration
B. Access International Certification
C. Enhance school profile
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subject-specific target language terminology
Prepare for future studies and/or working life
5. The Learning Dimension
A.
Complement individual learning strategies
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Diversify methods & forms of classroom practice
C.
Increase learner motivation
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CLIL Principles
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CONTENT
Progression in knowledge, skills and understanding
related to specific elements of a defined curriculum.
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COMMUNICATION
Using language to learn - whilst learning to use
language.
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COGNITION
Developing thinking skills which link concept
formation, understanding and language
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CULTURE
Exposure to alternative perspectives and shared
understandings.
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A University Perspective
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CLIL encourages students and faculty to view their studies in a global
context and to venture beyond their own cultural and linguistic borders
in order to gain additional perspectives and additional knowledge.
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CLIL bridges existing curricular and disciplinary boundaries, creating
a more integrated learning environment and energizing the disciplines
in new ways.
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By integrating the use of multiple languages into disciplines across the
curriculum, CLIL reinforces the centrality of language study at all
levels of education.
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CLIL challenges faculty, students, and administrators to place a higher
value on the language proficiency of bilingual students and faculty.
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CLIL expands the number of graduates who are able to carry out work
in their major area of study in more than one language and has the
potential to create a larger workforce of bilingual and multilingual
professionals.
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A CLIL Lesson - Content
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Text
Steve Darn
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A CLIL Lesson – Language
Aim: to identify, locate and describe the functions of a range of plant and human organs
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Identifying/naming
This is a/the …
That is a …
That’s the …
This is called a/the …
It comes from a …
It’s from a …
The … structure is called the …
The … … are called ….
At the top of the … there is a (adj) part called
the ….
Together, the … and the … are called the ….
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Describing appearance/structure
It looks like …
It’s got/hasn’t got …
It has/doesn’t have …
All … have …, a …, and ….
The … are the often highly (adj) parts which
… (function verb).
They are (adj) and are attached to the ….
The … are arranged in a ring around the
centre of the ...
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They consist of a ..with a .. shape at the
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end.
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Steve Darn
… and is shaped rather like a ….
… and is divided into two parts.
The top of the … is called the ….
The .. is attached to the bottom of the .. by a
A long tube grows out of the …, this is the ..
Describing location
It is found in the … of the …
The … are found at the base of the ….
They are (adj.) and are attached to the ….
The … are arranged in a ring around the
centre of the ….
The … is found in the centre of the …,
The .. is attached to the bottom of the .. by a
They are inside the ….
Describing function
The … is the part which …
The … is where … is carried out
The … is used for …-ing
The … has the role of …-ing
The carries out the function of …-ing
The … has a …-ing role
The … is a …
The …’s job is to …
It does … the …-ing
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CLIL Teachers
are bilingual / plurilingual and know about:
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CLIL contexts around the
world
Identifying the core language
of a subject
The language of thinking
CLIL task design
Providing language support
Teaching vocabulary in CLIL
Developing listening in CLIL
Working with texts and words
Teaching subject-specific
writing
Speaking and CLIL
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Steve Darn
Drama and music
Classroom language
Error correction
Peer observation – watching
teachers teach CLIL
CLIL lesson planning
Assessment in CLIL
ICT
Project work
Classroom presentations
Learning strategies
School policy, administration
and management in CLIL
Networks and resources
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TIE-CLIL Project
(Translanguage in Europe)
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The TIE-CLIL project (funded through Socrates)
promotes plurilingualism through the introduction
of Content and Language Integrated Learning in
five different EU languages (English, French,
German, Italian, Spanish). The major aim of TIECLIL is to provide pre- and in-service development
programmes in CLIL for language teachers and
subject teachers through building on existing
knowledge of this field, to provide state-of-the-art
understanding of theory and practice.
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Materials
Visions is XXXXX’s newest four-level language
development program that supports students from
the newcomer level through transition into
mainstream classrooms. By incorporating
literature with content, students are taught, and
have ample practice with, the skills they need to
meet grade-level standards while being introduced
to the academic language needed for school
success!
Steve Darn
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Materials - Characteristics
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Four levels: Newcomer (Basic), Beginning (A),
Intermediate (B), Advanced/Transition (C)
Basic level for non-schooled and low-beginning
students provides systematic language
development as well as literacy instruction
Staff development video is designed for easy
program access
High-interest literature and content-based
readings motivate students
Scaffolding throughout all four books. 3pronged approach: Introduce, Practice, Assess
Writing activities reinforce and recycle
strategic skills
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Further Information
The CLIL Compendium
www.clilcompendium.com
 Euroclic
www.euroclic.net
 Translanguage in Europe
www.tieclil.org
 UK National Centre for languages
www.cilt.org.uk
 NILE
www.nile-elt.com
 FACT
www.factworld.info/uk
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CLIL - Steve Darn