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Keith Kelly - Ingredients For Successful CLIL - TeachingEnglish - British Council - BBC
Keith Kelly - Ingredients For Successful CLIL - TeachingEnglish - British Council - BBC
successful CLIL
1. Management factors
CLIL, like any other current educational reform, can be a victim of the
whims of political parties and ministries of education and the time frames
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8/4/2021 Keith Kelly - Ingredients for successful CLIL | TeachingEnglish | British Council | BBC
within which they work. Moving from teaching a national curriculum area in
Cummins (2000) states that it can take anything up to 7 years for minority
This means that the environment within which this community is living and
foreign language. The environment in which the CLIL group lives and learns
common.
Time scales which are based on anything shorter than 7 years, then, take
develop as the child goes through school, the CLIL curriculum is hardly
In short we are looking at a CLIL curriculum which spans the entire age and
working model of CLIL in schools, to take at least one or two extra years,
probably more for a review of each curriculum year to work its way through
to year 12. So, we’re talking about 15 years and 3 to 4 terms of office just
to have a whole-school workable model in place which has been tested and
updated.
Having described the picture above to set the scene, I’d like you now to
suspend this reality for a while and think of the four variables
I’m asking you to commit to. The reality is that (deep intake of breath here)
if you have a brilliant and driven subject teacher with good English, with
have the energy to work late into the night, working with talented learners
experiment, moving on with a class from year to year, paid enough not to
get demotivated too soon (take a breath), then CLIL has a chance when the
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8/4/2021 Keith Kelly - Ingredients for successful CLIL | TeachingEnglish | British Council | BBC
other variables are missing or measure low on our scale. As I said, suspend
motivation for CLIL. It’s less common to find motivated governments who
think seriously in the longer term about CLIL implementation and all that
curriculum through the medium of English for all students in year 3. The
At the same time as introducing this legislation the government has been
over 200 teachers have already undergone the programme of CLIL training
the CLIL initiative, a group of these senior teachers has got together to
write guidelines for other schools beginning to implement CLIL and they
There is also a national electronic network growing which now has over 150
The Austrian CLIL project is hosting its first national CLIL conference in
network further. All of the ‘ingredients’ above are strategic factors in the
success of the Austrian HTL CLIL project, and we haven’t even started to
A whole-school policy
school’ ownership of the CLIL project. Language teachers can feel that CLIL
threatens their role in the school. Subject teachers can feel anxious about
foreign language.
It’s important right from the start that school managers work to bringing
everyone together, creating ‘one voice’ for CLIL. In practice this can be as
simple as making sure everyone is aware of what the aims and objectives
are.
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8/4/2021 Keith Kelly - Ingredients for successful CLIL | TeachingEnglish | British Council | BBC
is important that everyone knows this and that they are able to air their
Time
curriculum for their CLIL teacher colleagues? Teachers in CLIL need time to
prepare. Let me say this once again. CLIL teachers need extra time to
prepare. Managers need to make the curriculum fit with this need for time
and the classroom. But, it is no good on its own. For CLIL to work, there
learners.
2. Teacher factors
What is the ideal CLIL teacher? Let’s deal with the native speaker question
first.
It’s a myth that native speakers make better CLIL teachers than non-native
many ways native speakers have challenges to teaching CLIL which non-
native speakers do not. In most CLIL classrooms the teacher speaks the
their language so that it is at the right input level for the learners they work
and cultural referencing can cause a lot of difficulties for CLIL learners.
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8/4/2021 Keith Kelly - Ingredients for successful CLIL | TeachingEnglish | British Council | BBC
Perhaps at the top of the pile is Holland, where schools looking for
tested before they are given official bilingual status. Teachers are expected
What about the rest of us? I would advocate a level of foreign language
expected to teach their subject through English and use strategies for
Home Office for settlement in the UK!) and B2, in my opinion. If you’re a
CLIL teacher, you should be able to do everything you ask the students to
Some British Council offices in the past have been involved in teaching
teachers English in order to equip them with the language they need to
training for teachers being asked to work through English. I visited the
language teachers taught the subject teachers English in order to get them
to this functioning level of English for CLIL. The school had just begun to
hand with local subject teachers and provide a language focus to the
visuals to embed the content in a form that learners can easily understand,
It goes without saying that any CLIL teacher training needs to follow these
T: I thought I’d be getting help with Chemistry (insert any subject you like
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8/4/2021 Keith Kelly - Ingredients for successful CLIL | TeachingEnglish | British Council | BBC
K: No, I’m sorry, you won’t get any specialist help with your subject. What
you will get is an awareness of the language of your subject, and ideas for
things you can do to help students access and use that language.
T: Oh.
subjects, they don’t need a refresher course, or if they do, they should find
one, not necessarily attend a CLIL course for subject refreshment. What
language of their subject is, and how it behaves. They also need a
Teacher collaboration
department head is given the role of coordinating CLIL in the subject, this
generally.
where there are no subject teachers with the level of language needed to
teach through English, some schools have both a language teacher and a
for offering another model of the language, for in-class small group work
and others.
the school. There are plenty of teacher organizations and networks for CLIL
writing, FACTWorld has over 3500 teachers around the world in its network,
teachers who are all interested in CLIL. Colleagues need to get involved in
these networks, if for nothing else, to avoid reinventing the wheel every
3 Resource factors
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8/4/2021 Keith Kelly - Ingredients for successful CLIL | TeachingEnglish | British Council | BBC
and learners listen. (Please bear with me, I’m deliberately trying to be
provocative!)
The curriculum
knowledge? Or, does it have learning skills and thinking skills explicitly
listed, exemplified and accompanied with activity types for teachers to use
that teachers can both make sure that these functions of language are
practised but also so that teachers can listen out for them and moderate
teaching to make sure any difficulties and gaps are remedied in later
learning. See Macmillan’s Your CLIL for a collection of functions for Science
and Geography, the language that goes with these functions, and
accompanying lessons.
Teaching resources
In the vast majority of contexts I’ve worked and visited, schools import
native speaker textbooks, usually British or from the US. While the quality
can usually be guaranteed with these books, they are always going to be a
The language demands of native speaker textbooks will be very high, not
just the subject-specific language, but also the general academic language,
the ‘hidden’ language of learning. This invariably means that for CLIL
Even with adaptation, there may still be culture specificity in the books
contexts prefer to translate local textbooks and while this can avoid the
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8/4/2021 Keith Kelly - Ingredients for successful CLIL | TeachingEnglish | British Council | BBC
learners as, unless the language is moderated down to reach the learners’
textbooks can also exhibit other problems, they can be produced without
‘book of text’. Translated textbooks can also lack one other major element
listening, speaking, reading and writing. They will also need to be highly
small group, and large group activity, as well as presentation work amongst
many, many other things. Some fortunate contexts have resources which
The Ikastolas network of schools in the Basque country, for example, have
which are written specifically to meet the language and activity needs of
Basque learners, but they also produced and published English language
the content lessons, practice the general academic language from these
The lesson is simply this: CLIL is easier and more effective if you have
without them.
4 Learner factors
Last but not least, we come to the learners in our discussion of the
ingredients of successful CLIL. If the conditions are as good as they can be,
all learners are able to achieve their best. I certainly do not believe that
there are some learners suited better than others to CLIL. CLIL is valid for
all ‘types’ of learners and should not be the domain of the selected elite.
Sadly, the reality of the situation in most contexts is that CLIL is the domain
There are signs that this is beginning to change by force of demand and
bilingual system down into the primary sector. Certainly, the Kazakh
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conditions so that CLIL can be available to all learners, not just the elite.
What then is the ideal number of hours per week? How long is a piece of
string?
After the 18 hours of English per week in the prep class, Bulgarian
The Austrian HTL project demands a minimum of 72 hours over one school
year, which could be two lessons per week. Austrian schools though have
the freedom to batch classes together and give learners a more intensive
experience with 6 or more classes per week for 12 weeks. And, of course,
there is nothing to stop HTLs from teaching more than 72 hours in the year.
What we do know is that more is better. However many hours students get,
learners need to have continuity, of both language and content and that
Maths teacher is doing, and what the English language teacher is doing. If
these ingredients are in place, the learner factor can achieve its best in
CLIL.
By Keith Kelly
http://bit.ly/1bnV15n (http://bit.ly/1bnV15n)
http://britishcouncil.adobeconnect.com/p8tnnvp0lk5/
(http://britishcouncil.adobeconnect.com/p8tnnvp0lk5/)
Post script
questionnaire to participants entitled - How CLIL ready are you and your
school?
the results and modest conclusions and suggestions for follow-up for
Bibliography
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8/4/2021 Keith Kelly - Ingredients for successful CLIL | TeachingEnglish | British Council | BBC
of Education, Spain
(http://www.britishcouncil.org/spain/sites/default/files/pdfs/bep-ingles.pdf
- accessed 14.02.11)
Downloads
(https://www.teachingenglish.org.uk/sites/teacheng/files/keith_kelly_questionnairre.pdf)
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