Method

1. CLIL
Content and Language Integrated Learning

2. What is CLIL?
■ Integrating teaching content from a curriculum subject
with the Teaching of a non-native Language.
■ A flexible approach
■ 4 guiding principles underlying CLIL

3. STAGE ONE
TO BUILD UP A SHARE VISION
 Ideal CLIL classroom
 What do learners and teachers have
to achieve?
 Global goals
Increase engagement
Develop confidence

4. STAGE TWO
CLIL programme
should reflect
THE CONTEXT
Regional/national policies
Environment
School type and size
Teacher supply
Different contexts
Share aims and goals

5. 4
Cs
Content
Communication
Cognition
Culture

6. Theory of Language
Functional
Used to learn as
well as to
communicate
Its focus in a
lesson does not
consider structural
grading

7. Languag
e OF
learning
Languag
e FOR
learning
Languag
e
THROUG
H
learning
language tryptych

8. What students need in order to
Access language
Languag
e
OF
learning
Language
THROUG
H learning
Languag
e FOR
learning
The new Language that will emerge
The language that students will need
during the lessons

9. STAGE FOUR: RESOURCES
 Professional learning
communities

 CLIL digital networks
 Teacher support
 Material banks
 Repositories
USE OF QUESTIONS
NO display questions: they limit
communication.
YES referential questions: they
encourage learners questioning:

 higher-order thinking skills

 Creativity

 lingusitic progression

10. Core features of CLIL methodology
■ Multiple focus approach
■ Safe and enriching environment
■ Authenticity
■ Active learning
■ Scaffolding
■ Cooperation

11. Roles
 Facilitator
 Engaging students
 Providing support
 Providing authentic input
Teacher
 Peer cooperative work
 Using both new and
background knowledge
 Active participation
Student
s

12. Typical class procedures
Warm-up
 Previous knowledge
Input
 Practice content in language
 Expand vocabulary
 Consolidation of knowledge
Consolidatio
n
 Summarizing skills
 Apply new knowledge
 Check and correct error

13. STAGE 5: MONITORING AND EVALUATING
 Understanding classroom processes and outcomes
 Creating an environment linguistically accessible and cognitively
demanding
 Analysing and measuring the relation between linguistic and
cognitive levels throuhg the CLIL Matrix
 Giving formative and summative feedback tasks