Content and Language Integrated Learning (CLIL)
Learning in a Second/Foreign Language
CLIL Theory
When it is obvious
that the goals
cannot be reached,
don’t adjust the
goals, adjust the
action steps.
~ Confucius
Aims and Overview
 To introduce, support and promote Content and Language Integrated
Learning (CLIL) in all English medium classes in Year 1
 To raise student achievement across all English medium subjects
Workshop # 2 Overview
CLIL Theory
The Experiment
Action Focus: Identifying “best practice”
Next Steps: implementation and preparation for workshop # 3
The CLIL Approach
 CLIL cannot be separated from standard best practice in education
 CLIL approach encourages teachers to continue to use the best strategies
and to apply best practice in education
 CLIL classrooms are: participatory in nature, fun and challenging, naturally
suit a broad range of learning styles, use and recycle, recycle, recycle
language learned from class to class
 Students are not learning language just for the sake of language learning but
are putting just-learned language to immediate use while learning and
manipulating content that is relevant to their studies and/or lives
What is Integrated Learning?
CLIL = Content and Language Integrated Learning
 CLIL involves using a language that is not a student’s native language
as a medium of instruction and learning
 CLIL requires:
 content teachers to teach some language – in particular supporting the
language knowledge that students are missing and that may be preventing
them from mastering the content
 Language teachers to support content teachers by helping students to gain
the language needed to manipulate content
 CLIL is a tool for the teaching and learning of content and language
 the essence of CLIL is integration:
 Language learning is included in content classes
 Content from subjects is used in language-learning classes
A Few Facts about CLIL
 students in CLIL programmes perform as well as, or better than, non-CLIL
students in terms of learning content
 academic results based on testing in a wide variety of subjects show that
students generally achieve the same or better results when studying in a
second (or additional) language
 students in CLIL programmes can outperform their peers in mainstream
programmes in reading, writing and listening tests
 CLIL programmes are not just for the brightest, most academically inclined
students as many people seem to believe
History of IL
 the term CLIL was first coined in 1994 in Europe – prior to that:
 in the last century, many of Europe’s wealthy already understood the value of
 in the last 50 years, geographic, demographic and economic circumstances
have given rise to multi-lingual programmes
 by the 1990s, globalisation and migration placing greater linguistic demands on
mainstream education
 world has become more and more interconnected – new technologies are
facilitating exchange of information
 integration of world economy – inclusive of jobs
 much of the information is in English or other growing languages (i.e. Chinese)
Why is IL important?
 in an integrated world, integrated learning is increasingly viewed as a
modern form of educational delivery
 there is a growing need to equip our learners with the knowledge and
skills that are suitable for the global age
 our Cyber Generation of children are in classrooms all around the
world now and IL is an innovative methodology that has emerged to
cater to this new age
 in the Brunei context, it supports the MoE’s Strategic Plan and SPN21
The MoE Strategic Plan
Teaching and Learning Excellence
 employ new teaching styles, encourage inquiry learning and cooperative
 develop and enhance teaching materials
 use appropriate learning programme and pedagogical tools to engage
and motivate students in their learning
Advantages of Brunei context
 teachers are already bilingual (English & Malay)
 students have English medium instruction in primary school
 students have at least a passive knowledge of English and in some
cases an active knowledge of English
 Brunei is already half-way there!
Learning in a Second Language
All of our students are studying in a second (or third!) language: English.
How difficult is it to study and to learn in a second language?
What helps learners to study and to learn in a second language?
What makes it more difficult to study and to learn in a second language?
So that we can more clearly identify what helps learning and
what hinders learning, you are going to be part of an experiment.
Are you ready???
Action Focus
Identifying “best practice”
1) Reflect on the Spanish lesson you just had.
What helped your learning?
What hindered your learning?
2) Identify what was done that helped you to learn.
Write this down on the sheet provided.
3) Identify what was done that hindered your learning or made it more
difficult for you to learn.
Write this down on the sheet provided.
Preparation for Workshop # 3
Sharing Practice
Prepare a presentation to your colleagues covering the
following areas:
 Aims/Objectives
 Topics/Themes
 Skills/Strategies
 Assessment
 Typical lesson structure
 Resources/teaching aids
What day of the week is it?
What is the aim of our workshops?
Which foreign language did you learn today?
What does CLIL stand for?
What are our “Next Steps” for Monday 15 April?

Integrated Learning Programme