CLIL
Content and Language Integrated
Learning
➔ The term was coined by Finland Educationalist David
Marsh in 1994.
➔ It is a dual focused educational approach
● To learn/teach content
● To learn/teach a foreign language
➔ Meaning
➔ 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”.
➔ The four C’s of CLIL by Coyle are
Content - topic/subject/
Cognition - thinking
Communication - language
Culture - awareness of self and others
➔ Two forms of CLIL Hard CLIL and Soft CLIL
Why CLIL
Need/Scope/Importance
● To make the learner skilled in using the target language
● To decode the text written in the target language.
● To help the learner to understand the vocabulary by
guessing its appropriate meaning from the content.
● To help the learners to use the logic and reasoning to
sequence things in their mind.
● To make the learner confident to use language.
● To help them to express their ideas in the target language.
● To improve overall and specific language competence
● Future studies, working, career life
● Prepare for internationalisation
● It helps them to improve the quality of learning.
● To make the learners autonomous.
● Help them to to understand themselves and the world
● CLIL can rekindle interest in Language learning
● It helps the learner to use their acquired skills at the
moment.
● Learner can develop language skills without any formal
training.
ADVANTAGES
● Improves language competency
● Prepare learner for future studies/career/work.
● Prepare for internationalization
● Introduce wide cultural context.
● Develops multilingualism.
● Develops interest/ positive attitude
● Increase learner motivation
● Foster effective communication
● Prepare for global citizenship
● Increase employability
● Doesn’t require extra hour for teaching language..
DISADVANTAGES
● Time consuming
● Requires competent teachers and students
● Lack of motivation to use CLIL approach.
● Lack of resource materials.
● Lack of interest from the part of students/teachers/school.
● Lack of training for teachers.
● Need conscious effort from the part of students and teachers.
● Lack of CLIL Training
● Effective for bright students only.
● Very few researches based on this approach have been done.
● Great amount of consciousness required from the part of the
Teachers.
ACADEMIC LANGUAGE TEACHING (ALT)
It is the variety of language that can be used in all academic
purpose.
● Different from day to day conversational language
● Two types -general academic language & subject specific
● Follows a standard variety language.
● It helps to achieve success in examination
Some examples
T: Can you calculate the volume of this box?
S: umm (pause) no (puzzled look)
T: do you know what volume is?
S: Yes, it is the button on the TV.
Academic language is the language needed by students
to understand words in context and to use language that
can convey the ideas clearly without causing any
confusion in the listener’s or reader’s mind.
DEFNITION
The language used by teachers to impart new
information and to describe ideas clearly so as to
increase student understanding.
(Chamot & O’Malley 1994)
Categories of Academic vocabulary
● Content words - subject specific terms,
words
● Process words - directional words
● grammatical/ functional words- articles
proposition etc
Importance
● Academic, professional growth
● Academic achievement
● To understand academic materials
● Useful for workplace/ career life
● Development of LSRW skills
Educational Aim
● Improve LSRW skills, listen, read,write and speak
appropriately
● Able to understand/interpret academic
content/discourses
● Approach topics, issues and texts in critical manner
● Improve study both class and independent study
● Equip them with fundamental tools required for
effective postgraduate research
