#1

Content and Language Integrated Learning ( CLIL)

⊹ CLIL is an approach where students learn a subject and a second language at the
same time.
Content and language integrated learning (CLIL) is an approach for learning content
through an additional language (foreign or second), thus it is in charge teaching both
the subject and the language. CLIL has become the umbrella term to describing both
learning another (content) subject such as physics or geography through the
medium of a foreign language and learning a foreign language by studying a
content-based subject. This would be the case, for instance, when Spanish-
speaking students learn music in French, French-speaking students learn
science in German or Catalan-speaking students learn mathematics in English.
CLIL can work for students of any age, all the way from primary level to university
and beyond. So long as the course content and language aims are designed with
the students’ needs in mind, there is no limit as to who can benefit from this
teaching approach. However, it is most commonly found in primary and secondary
school contexts.
⊹ It was created by David Marsh to demonstrated that learning of foreign language is
better learned in a school environment.
CLIL was created by David Marsh as a methodology similar to but distinct from
language immersion and content-based instruction. The idea of its proponents was
to create an "umbrella term" which encompasses different forms of using language
as the medium of instruction.
#2
Teacher and student's role
Teacher’s role
 Integrate content and language
Teachers are responsible to incorporate the content (or a subject) together with
the foreign language at the same time making them facilitators by introducing
relevant vocabulary and functional language related to a given subject
(history or biology, for example) and by emphasizing critical thinking.
 Promote L2 learning environment
Teachers promote different activities to stimulate the second language acquisition.
 Stimulate Input and Output comprehension
The input refers to the processible language the learners are exposed to while
listening or reading (example, The receptive skills). The output, on the other hand,
is the language they produce, either in speaking or writing (example, The
productive skills).
  Use teacher-talk
“Teacher talk” is everything you say when you're in the classroom. If you are
someone who habitually thinks out loud, pay a lot of attention to your “teacher talk”!
Focused, deliberate speaking is most critical in Beginning and Intermediate ESL
settings, but even Advanced and GED instruction can benefit from it.
teachers and students work together, making the most of all the verbal and non-
verbal resources at hand, to understand one another and be understood in relation
to the target content.
Student’s Role
 Acquire language together with content
all classes are provided in English this is done in this with the aim that the student
has to be an active creator of knowledge and understanding
 Students create meaning and knowledge
Learners create their own meaning of words in order to place them in sentences.
As when children acquire their mother tongue, they acquire many words and create
the meaning and knowledge of those words due to the immersion.
 Autonomous learner
the learner is totally responsible for all the decisions concerned with his [or her]
learning and the implementation of those decisions. Also the student must be
involved in active participation.

#3
How CLIL Works ?
⊹ Based on language acquisition rather than enforced learning.
 the Acquisition language through a subconscious process where they know
nothing about rules of grammar but know intuitively what is right and wrong or learn
through a trial and error method.

Learning of a language is the formal teaching methodology that can be seen in

the form of instructions explaining the rules of the language. Here, the
emphasis is on the form of language rather than text

⊹ Knowledge of language become in the mechanism to learn the contexts.

Without the minimal knowledge of second language the students can not learn the
content.
⊹ Natural language development.
 All learners obtain their first language through acquiring meaningful interaction in
the target language. In this way, the learning of second language should be learned
as mother tongue

⊹ Fluency is more important than accuracy.

CLIL focus on how much the learners can express themselves with all knowledge
have on their brain than the sentences or expressions that they use are correct or
not. For example, a child explains how the weather today is, however, this child
used sentences in the pass instead of present
⊹ Focus on language related to the subject.

The second Language and subject are obtained at the same time on CLIL . That’s
why, the vocabulary or term uses on subject must be like in the mother tongue.

As an example, think of an earth science class. The content teacher explains

the water cycle through pictures, demonstrations, English, and if necessary,
the students’ first language

#4

Advantages of CLIL

CLIL approach offers many advantages to learners or teachers in the language

classroom.

 Many teachers see CLIL as a more natural way to learn a language; when a
subject is taught in that language there is a concrete reason to learn both at
the same time. And as students have a real context to learn the language in,
they are often more motivated to do so, as they can only get the most of the
content if they understand the language around it
 It enhances students’ motivation to learn what is being taught in the
classroom. CLIL classes add an extra dimension to the class and engage
students, which is especially advantageous in situations where students are
unenthusiastic about learning a language.
 It enables students to learn more quickly and easily to improve overall and
specific language competence.
  The students will develop a stronger understanding of culture context as a
result of CLIL instruction in order to differentiate language and society.
 Through this instruction students build confidence in their abilities and
academic skills are encouraged.
 It is suitable for students who have different learning styles.
 By using wider range of task types in this approach may help students
understand better.
 Students are involved in more cognitive effort.
 Students develop multilingual interests and attitudes.
 Teachers have liberty to change teaching method and employ a diversity of
instructional tools in the classroom.
 At the end, a good way of approaching the curriculum in the classroom.

 Furthermore, it has the advantage that multiple subjects can be taught in

English, so that students’ exposure to the language is increased, meaning
their language acquisition is faster.

Disadvantages

Content and language integrated learning approach has a number of demerits

along with its myriad advantages.  The following are some of the disadvantages of
CLIL:

 This approach lacks of linguistic competence in English.

 It does not motivate all the students in the class to learn a second language.
 There is no clear preference to teach any specific subjects.
 It is essential for special training for teachers focusing on CLIL approach.
 CLIL is mostly implemented in secondary schools and the learners do not
required to be proficient in English to follow the content (Graddol, 2006).
 Language is learned lexically rather than grammatically.
 The inadequate CLIL materials and resources can be a serious problem in
preparation of lesson plans.
  Choosing and adapting content and teaching materials are time consuming;
hence it .becomes an obstacle in the material production.
 Students may find that CLIL isn’t explicitly focused on language learning.
 Complexity in the content may lead to the use of mother tongue in the
classroom.
 Difficulties in finding materials for low level students to comprehend.
 At the end, students may simply copy from available texts without any
attempt.

#5

How can you apply CLIL to your class?

It’s important to have a strategy in place when applying CLIL in your courses. One
of the key things to remember is that the language and subject content are given
equal weight and that it shouldn’t be treated as a language class nor a subject
class simply taught in a foreign language.

A successful CLIL class should include the following four elements:

 Content – Progression in knowledge, skills and understanding related to

specific elements of a defined curriculum
 Communication – Using language to learn whilst learning to use language
 Cognition – Developing thinking skills which link concept formation (abstract
and concrete), understanding and language
 Culture – Exposure to alternative perspectives and shared understandings,
which deepen awareness of otherness and self.