1. "Uncovering CLIL", by Peeter Mehisto, David
Marsh & Maria Jesus Frigols(2008) Macmillan.
Practice II, Didactics. ETA Fullbright Kendra
Dickinson (2012)

2. CLIL
 Achievement builders for CLIL:
 Scaffolding
 Anchoring into previous learning
 Chunking
 Repackaging Knowledge
 Creative Thinking
 Critical Thinking
 Challenging students to step outside their comfort zones

3. CLIL
 CLIL cannot be divorced from good practices in
education
 CLIL methodology:
 Standard good practices in education
 Features that are unique to CLIL

4. Building Scaffolds
 Scaffolding: A temporary supporting structure that
students learn to use and to rely on, in order to achieve
learning outcomes
 Scaffolding allows students to:
 Access previously acquired knowledge
 Analyse their knowledge
 Process new information
 Create new relational links
 Take their understanding several steps further
 Better understand the learning process
 Build momentum
 Save time
 Enjoy short-term success

5. Scaffolding
 Scaffolding can be built by:
 Teachers
 Other learners
 Parents
 Members of the community

6. Some examples of scaffolding strategies include
(see text for full list):
 Initially providing reinforcement for attempting to
speak, then for partially right answer, then for the right
answer
 Explaining a point using the register of language used
by the students
 Shortening sentences
 Using pictures and realia
 Breaking material into chunks
 Giving clues and asking follow-up questions

7. Example of Scaffolding
 1) Teacher models for the class how to do the
assignment
2) Students help teacher work through a similar
assignment
3) Students do a similar assignment in groups
4) Students work independently
*Here students could work on thinking of a way to
providing scaffolding for teaching, for example, the
days of the week to children

8. Anchoring into previous learning
 Our existing knowledge base and our current level of
understanding provide a foundation and anchor for
new learning
 This applies to:
 Content
 Language
 Language and content acquisition go hand in hand

9. Example of Anchoring:
Brainstorming
 Brainstorming: Free association
 Words or phrases
 Can be used to create
 Lists
 Word banks
 Webs
 Diagrams
 Diamond
 Fishbone organizer
 Common practice in CLIL
 Used to come up with new ideas, also allows students to
use language to explain why they feel certain words/ideas
are relevant

10. Chunking and Repackaging Knowledge
 Breaking big pieces of information into smaller chunks
helps students succeed
 Average person can hold no more than seven pieces of
information in their short-term working memory
 When oral or written material is presented in
“chunks,” or groups of information, students can better
absorb information

11. Chunking Strategies
 Questions aimed at understanding parts of material
 Graphic organizers
 Charts
 Graphs
 Mind maps
 Diagrams
 Webs
 Pictures