Approaching CLIL Content and Language Integrated Learning

Approaching CLIL Content and Language Integrated Learning

Approaching CLIL The Notion of CLIL foundation pieces Orientating towards CLIL Core features of CLIL methodology Cognition in CLIL Putting CLIL in motion

The Notion of CLIL (Content and Language Integrated Learning) creates fusion between content and language across subjects and encourages independent and cooperative learning, while building common purpose and forums for lifelong development. CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. CLIL seeks to support second-language learning while also favoring first-language development

CLIL foundation pieces CLIL is a tool for the teaching and learning of content and language. The essence of CLIL is integration. 1) Language learning is included in content classes (e. g. , maths, history, geography, etc. ) 2) Content from subjects is used in language-learning classes. 3) The development of learning skills supports the achievement of content language goals

the ultimate goal of CLIL initiatives is to create conditions that support the achievement of the following: grade-appropriate levels of academic achievement in subjects taught through the CLIL language; grade-appropriate functional proficiency in listening, speaking, reading and writing in the CLIL language; age-appropriate levels of first-language competence in listening, speaking, reading and writing; an understanding and appreciation of the cultures associated with the CLIL language and the student's first language; the cognitive and social skills and habits required for success in an everchanging world.

Orientating towards CLIL sets out to expand the student's learning capacity by tuning into the natural way the child learnt his or her first language. CLIL can easily fit into the parameters established by the national or regional curriculum. The CLIL approach encourages teachers to keep using their favorite strategies and to apply standard best practice in education. However, it does require an understanding of those strategies that are essential for CLIL, such as having a three-way focus on content, language and learning skills. Co-operation and skills exchange among language and content teachers thus becomes an important strategy for implementing CLIL.

Core features of CLIL methodology Multiple focus Safe and enriching learning environment Authenticity Active learning Scaffolding Co-operation

Cognition in CLIL In CLIL, the primary focus is on substance (content) as opposed to form. Parroting language patterns and memorizing vocabulary or facts in any subject area are unlikely to contribute to their long-term application. In order to acquire new knowledge and skills, people usually need not only to access new information, but also connect that information with their own existing knowledge, skills and attitudes. as meaning-making is both a personal and a social process (community), new knowledge and skills develop through personal as well as co-operative reflection/analysis (cognition) and through a communicative process (communication). discussion and reflection, and the drawing of conclusions related to the experience associated with the application of new knowledge and skills, helps to cement learning.

Putting CLIL in motion Linking outcomes related to content, language and learning skills is challenging. Taking into account that language is not the primary subject being taught. Not compromising the quality of content due to a lack of language knowledge. Language outcomes are difficult to arbitrarily sequence, as these outcomes are driven by content, as well as student interests and needs. There is a need for coordination of outcomes and learning activities development among teachers. Making links with native and non-native speakers of the CLIL language. Making links with the community so that content can be applied in community-based activities. Maintaining a balance between creating a psychologically safe learning environment and encouraging language growth. Maintaining a focus on learning skills.

Literature: 1. Uncovering CLIL. Mehisto, Marsh, Frigols. Macmillan books for teachers, 2008. 2. Paul Davies, Eric Pearse. Success in English teaching. Oxford University Press, 2008. 3. Jeremy Harmer. How to Teach English. Longman, 2008.