CLIL
CONTENT AND LANGUAGE INTEGRATED
LEARNING
WHAT IS CLIL?
• ‘An approach to education in which the content of a non-linguistic
subject is taught simultaneously with the development of linguistic
competence in a foreign or second language.’
• Derived from the notion of ‘Language Across the Curriculum’
• Emphasises the content of a subject as well as second language
acquisition
• Duality - content and language are both equally important
TYPES OF CLIL
HARD CLIL SOFT CLIL
• Focus on the content subject aims• Focus on language aims
• Realised by subject teachers • Realised by language teachers
• Preffered form of CLIL
GOALS OF CLIL
• Develop learning strategies
• Stimulate critical thinking
• Develop creativity
• Raise motivation
CORE PRINCIPLES OF CLIL
• Multiple focus
• Safe and enriching learning environment
• Authenticity
• Active learning
• Cooperation
• Scaffolding
TYPES OF SCAFFOLDING
IMMEDIATE
SCAFFOLDING PLANNED SCAFFOLDING
• Explanation • Visualisation
• Immediate help • Manipulation
• Brainstorming • Cooperation
• Shortening sentences • Physical Activities
• Meaningful chunks • Spoken support
• Task reduction • Classroom furnishings
CLASSROOM PRINCIPLES
• It is the subject matter which determines the language needed to learn
• Subject is taught in simple easily comprehensible ways, using diagrams,
illustrations, graphs, highlighted terms
• Language-subject based vocabulary, texts and discussions
• The usage of mother tongue is not only possible but required
• The teacher is not a source of all the knowledge, but he/she is a
facilitator
• CLIL abandons frontal teaching
LEXICAL RATHER THAN GRAMMATICAL
APPROACH
• Language has real purpose and is dictated by the context of the subject
• Collocations, semi-fixed expressions, set phrases, subject specific
vocabulary
• Chunks of language that can be picked up and used immediately
• There is no grading for language
• Learners are not afraid of making mistakes
• Learner styles are taken into account
LANGUAGE SHOWERS
• Short engaging activities done in the target language and implemented
in content subjects (songs or games)
• Goal is to create positive experiences relating to the language
• Mostly at primary schools, but also at secondary schools
• Should be implemented on a regular basis
• Several times a week for 15-30 minutes
• Subjects like music, craft or art
THE 4C´S FRAMEWORK
• Content - Progression in knowledge, skills and understanding related to specific
elements of a defined curriculum
• Communication - Using language to learn and learning to use language. Language
does not follow the grammatical progression found in language-learning settings
• Culture - Understanding otherness and self, deepened feelings of community
and global citizenship
• Cognition - Developing thinking skills which link concept formation (abstract and
concrete), understanding and language
THE 4C´S FRAMEWORK
LANGUAGE TRIPTYCH
HISTORY OF CLIL
• First documents dates to 5000 years ago (Akkadians)
• The term CLIL was first used in 1994 by David Marsh
• The original concept was used to designate teaching subjects to
students through a foreign language
• Response to the need to promote bilingualism and multilingualism in the
region
• In the Czech Republic (2004 – 2006) with the introduction of an Action Plan
• The Action Plan stated: “CLIL has a major contribution to make to the
Union’s language learning goals. It can provide effective opportunities for
pupils to use their new language skills now, rather than learn them now for
later use.”
PROS AND CONS
PROS CONS
• More time with the second language • Time-consuming for preparation
• Improves students' language proficiency • Requires a certain level of language
through immersion proficiency
• Enables students to communicate in real- • There is no single model for CLIL
life situations
• Who is to teach CLIL (language or
• It is authentic subject teachers)?
• Enhances subject knowledge
• New concepts are always difficult to
• Develops multilingualism accept
• Motivating and engaging for students • Insufficient understanding of
content through the foreign
LIST OF REFERENCES
• BENEŠOVÁ, Barbora and Petra VALLIN. CLIL - inovativní přístup nejen k výuce cizích jazyků. V Praze: Univerzita Karlova, Pedagogická
fakulta, 2015. ISBN 978-80-7290-821-9.
• COYLE, D., HOOD, P. and MARSH, D. CLIL – Content and Language Integrated Learning. Cambridge: Cambridge University Press,
2010.
• HANESOVÁ, Dana. History of CLIL. In: POKRIVČÁKOVÁ, Silvia et al. CLIL in Foreign Language Education: e-textbook for foreign
language teachers. Nitra: Constantine the Philosopher University in Nitra, 2015, p. 7-16. ISBN 978-80-558-0889-5.
• MARSH, David. Content an Language Integrated Learning - A Development Trajectory. Cordoba: University of Cordoba, 2012.
• MEHISTO, Peeter, María Jesús FRIGOLS and David MARSH. Uncovering CLIL: content and language integrated learning in bilingual
and multilingual education. Oxford: Macmillan, 2008. Macmillan books for teachers. ISBN 9780230027190.
• ŠMÍDOVÁ, Tereza, Lenka TEJKALOVÁ and Naděžda VOJTKOVÁ. CLIL ve výuce: Jak zapojit cizí jazyky do vyučování. Národní ústav
pro vzdělávání, školské poradenské zařízení a zařízení pro další vzdělávání pedagogických pracovníků, 2012.
• ŠOLCOVÁ, Eva. Scaffolding strategies in CLIL history lessons: A Case Study. Brno, 2019. Diploma Thesis. Masaryk University, Faculty of
Education, Department of English Language and Literature. Supervisor Jana Zerzová.
THANK YOU FOR YOUR ATTENTION:)
