Multilingual Context: Unit 8

Unit 8
Second Language Acquisition and Learning
Multilingual Context
Index
Scheme 3
Key Ideas 4
8.1. Objectives 4
© Universidad Internacional de La Rioja (UNIR)
8.2. Introduction 5
8.3. Fundamental Concepts 8
8.4. Multilingual Classroom 20
8.5. References 22
In Depth 24
Test 26
Scheme

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Unit 8. Scheme
Key Ideas
8.1. Objectives
In order to understand the unit, it is important that students read the mandatory
contents, listed in the key ideas. Students should also read the recommended
readings or watch the videos to enhance their breadth and depth on the topic
although it is not required to complete the unit test.
To study this unit, please read carefully the following sections, which is an overview
of the multilingual context in the classroom. Through this unit students will
understand how the European Union has promoted plurilingualism and
pluriculturalism through the CEFR. Students will also look at various tools to use when
planning for a Content Language Integrated and Learning (CLIL) class. Student will
have a perspective of how to create their own lesson as well as how Spain has
integrated CLIL courses in the school system. By the end of the unit students will be
able to:
 Students will differentiate multilingualism and plurilingualism.

 Students will understand how curricula’s can be adapted to promote
plurilingualism.
 Students will compare and contrast different tools to plan a CLIL class.
 Students will evaluate materials created for content-based teaching and learning.
 Students will analyze a CLIL project plan.
 Students will know how CLIL has be integrated in Spain.

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Unit 8. Key Ideas
8.2. Introduction
The Council of Europe has created The Common European Framework of References
for Languages (CEFR), to address the needs of the 48 countries which co-exist in a “a
multilingual and multicultural Europe” through communication with one another
“across linguistic and cultural boundaries, which requires a sustained, lifelong effort
to be encouraged, put on an organized footing and financed at all levels of education
by the competent bodies” (Council of Europe, 2001). The CEFR explains
multilingualism as:
“Multilingualism may be attained by simply diversifying the languages on

offer in a particular school or educational system, or by encouraging pupils to
learn more than one foreign language, or reducing the dominant position of
English in international communication” (Council of Europe, 2001).
The CEFR hopes to promote multilingualism through the education system, by asking
countries to integrate more than just English as a foreign language in their school
systems. For example, there are schools in Spain who offer English as a first second
language as well as French or German as a second-second language. To put into the
simpler terms, multilingualism can be understood as the co-existence of different
languages in a given society. The promotion of a multilingual society means
individuals have the “ability to communicate in two or more languages” (Hambye and
Richards 2012 as cited in Álvarez & Pérez-Cavana, 2015). That is so to say as the
encouragement of individuals learning to speak more than one foreign language in
order to communicate within a given society.
In the interest of promoting multilingualism, the plurilingual approach is emphasized.

The plurilingual approach is also defined but the Council of Europe (2001) as:
“An individual person’s experience of language in its cultural contexts

expands, from the language of the home to that of society at large and then

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Unit 8. Key Ideas
to the languages of other peoples (whether learnt at school or college, or by
direct experience), he or she does not keep these languages and cultures in
strictly separated mental compartments, but rather builds up a
communicative competence to which all knowledge and experience of
language contributes and in which languages interrelate and interact.”
The idea behind an individual being plurilingual is that they can use any of the
languages or competences learned through them in different situations to
communicate effectively with different individuals. This not only considers oral
communication, but non-verbal communication competences as well as interacting
with texts. It is important to note that plurilingualism is the ability to use languages
at any level and to recognize that languages are not separated from each other but
rather in a dynamic, complex, sophisticated and intertwined relationship which are
constructed by and within social interactions (Álvarez & Pérez-Cavana, 2015).
The plurilingual competence goes hand in hand with the pluricultural competence,
the development of both the competences stresses the “the ability to use languages
for the purposes of communication and to take part in intercultural interaction,
where a person, viewed as a social agent has proficiency, of varying degrees, in
several languages and experience of several cultures” (Council of Europe, 2001).
The idea behind these competences are to teach them together, to promote various
languages and cultures. In the past most language classes have been a discipline on
their own and do not interact with the other languages taught in the school. This is a
way of compartmentalizing languages (L1, L2 and L3) instead of demonstrating the
interdependence and connectedness they can have with one another. The concept
of plurilingual and pluricultural competence promotes (Council of Europe, 2001):
 Move away from the supposed balanced dichotomy established by the customary
L1/L2 pairing by stressing plurilingualism where bilingualism is just one particular
case.

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Unit 8. Key Ideas
• For example, in autonomous communities where there is a regional language
the importance of language and culture learning is placed on the regional,
national and foreign language and culture.
 Consider that a given individual does not have a collection of distinct and separate
competences to communicate depending on the languages he/she knows, but
rather a plurilingual and pluricultural competence encompassing the full range
of the languages available to him/her.
• For example, allowing for students to communicate in a range of languages to
express themselves.
 Stress the pluricultural dimensions of this multiple competence but without

necessarily suggesting links between the development of abilities concerned with
relating to other cultures and the development of linguistic communicative
proficiency.
To promote plurilingualism within the education system the CEFR has outlined how
the integration of it can be considered for school’s (Council of Europe, 2001):
 Curricula should promote plurilingualism and linguistic diversity. This means the
education system should provide opportunities for students to learn more than
their native tongue which may help them develop language skills for their future.
 Diversification of languages does not mean leaners have to achieve the same
level in all languages. That is to say if there is a school which teaches two
languages (native tongue and a second language) and later integrates a third
language, students do not have to achieve the same level in all three.
 Considerations and measures relating to curricula should not just be limited to a
curriculum for each language taken in isolation, nor even an integrated

curriculum for several languages. They should also be approached in terms of
their role in a general language education, in which linguistic knowledge and skills,
along with the ability to learn, play not only a specific role in a given language but
also a transversal or transferable role across languages.

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Unit 8. Key Ideas
It is fundamental to understand that the CEFR does recognize that “plurilingual and
pluricultural competences are generally uneven in one or more ways” (Council of
Europe, 2001). Examples provided by the Council of Europe (2001) include:
 Learners generally attain greater proficiency in one language than in the others.
 The profile of competences in one language is different from that in others (for
example, excellent speaking competence in two languages, but good writing
competence in only one of them).
 The pluricultural profile differs from the plurilingual profile (for example: good
knowledge of the culture of a community but a poor knowledge of its language, or
poor knowledge of a community whose dominant language is nevertheless well
mastered).
As a result of the imbalance in the competence it is recommended to use

differentiated techniques and strategies to facilitate the learning in the content and
language(s). In turn this will help learners develop awareness and the processes of
learning.
8.3. Fundamental Concepts
As a result of the priority and emphasis the EU places on intercultural knowledge,

understanding and communication skills the integration of Content Language
Integrated and Learning (CLIL) in the classroom benefits these priorities. Through the
CLIL approach classrooms see how it (European Commission 2008 as cited in Bernaus,
Furlong, Jonckheere, & Kervran, 2011):
 Builds intercultural knowledge and understanding.

 Develops intercultural communication skills.
 Improves language competence and oral communication skills.
 Develops multilingual interests and attitudes.

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Unit 8. Key Ideas
 Provides opportunities to study content through different perspectives.
 Allows learners more contact with the target language.
 Does not require extra teaching hours.
 Complements other subjects rather than competes with them.
 Diversifies methods and forms of classroom practice.
 Increases learners' motivation and confidence in both the language and the
subject being taught.
4C’s Conceptual Framework
The purpose of CLIL in the classroom is to promote language teaching through a

subject matter. Although the underlying principle for its integration “in terms of
cultural awareness, internationalization, language competence, preparation for both
study and working life, and increased motivation” (British Council, s.f.). There are four
parts to consider when teaching CLIL or planning for a class, cognition, culture,
content and communication. These are the 4C’s of CLIL (Coyle D., 2005). The following
figure is the visual representation of the methodology and below are the definitions
and how they relate to the teaching and learning.
Figure 1. The 4C's Conceptual Framework. (Coyle D., 2005). Image from:
https://clilingmesoftly.files.wordpress.com/2012/01/coyle-4cs.png

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Unit 8. Key Ideas
“Content. At the heart of the Learning process lie successful content or
thematic learning and the acquisition of knowledge, skills and understand.
Content is the subject of the project theme.”
“Communication. Language is a conduit for communication and for learning.

The formula learning to use language and using language to learn is
applicable here. Communication goes beyond the grammar system. It
involves learners in language using in a way which is different from language
learning lessons (of course CLIL does involve learners in learning language
too but in a different way).“
“Cognition. For CLIL to be effective, it must challenge learners to think and

review and engage in higher order thinking skills. CLIL is not about the
transfer of knowledge from an expert to a novice. CLIL is about allowing
individuals to construct their own understanding and be challenged –
whatever their age or ability. A useful taxonomy to use as a guide for thinking
skills is that of Bloom. He has created two categories of thinking skills: lower
order and higher order. Take Bloom’s taxonomy for a well-defined range of
thinking skills. IT serves as an excellent check list.”
“Culture. For our pluricultural and plurilingual world to be celebrated and its
potential realized, this demands tolerance and understand. Studying
through a foreign language is fundamental to fostering international
understanding. ‘Otherness’ is a vital concept and holds the key for
discovering self. Culture can have wide interpretation – e.g. through
pluricultural citizenship.”
Coyle (2005) points out that the content is the driving forces in the planning of a CLIL
class. Even if learners have not learned grammatical structures to access the content
it is the teachers responsibility to plan for this and provide students the language
needed. The accessibility of the language is key for learners to learn the content
information. The planning guide for the 4C’s include (Coyle D., 2005):
 Start with content. Define it.

• What will I teach?
• What will they learn?
• What are my teaching aims/objectives?

• What are the learning outcomes?

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Unit 8. Key Ideas
 Now link content with communication.
• What language do they need to work with the content?
• Specialized vocabulary and phrases?
• What kind of talk will they engage in?
• Will I need to check out key grammatical coverage of a particular tense or
feature e.g., comparatives and superlatives?
• What about the language of tasks and classroom activities?
• What about discussion and debate?
 Now explore the kind of thinking skills you can develop according to decisions
made above.
• What kind of questions must I ask in order to go beyond ‘display’ questions?
• Which tasks will I develop to encourage higher order thinking- what are the
language (communication) as well as the content implications?
• Which thinking skills will we concentrate on which are appropriate for the
content?
 Culture is not explicit but rather a thread which weaves it way throughout the
topic. Think of it as a circle which envelops the topic. It is not enough to justify
pluriculturalism by using another language without explicit reference via the other
3Cs to cultural opportunities which would not have existed in a mother tongue
setting. E.g., using target language countries where there is drought so that case
studies can be used to examine the project from an alternative perspective –
interviews with children whose lives have been changed when Water Aid has
provided them with a village well.
• What are the cultural implications of the topic?
• How does the CLIL context allow for ‘value added’?

• What about otherness and self?

• How does this connect with the all Cs?

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Unit 8. Key Ideas
The 3A’s of CLIL
Once the previous questions about the 4C’s framework have been defined, then for
a more specific lesson plan teachers should consider the 3A’s (Martín del Pozo, 2016;
Coyle, Hood, & Marsh, 2010; Coyle D., 2005).
 Analyze content for the language of learning

• The language of learning is the concepts and skills of a field of knowledge, this
is the content.
• For example, identify key words, phrases, grammatical functions for concept
formation and comprehension. Important to note this is not translating.
 Add to content language for learning

• The language for learning is the language learners need to function with the
foreign language in the classroom environment. This could be for academic
purposes or interactions within the classroom. This is planning for the language
experiences which enable a learner to operate effectively in the CLIL setting.
• For example, these may be metacognitive or learner strategies, classroom talk,
discussion, and/or task demands.
 Apply to content language through learning

• The language through learning is language that is a product of the process of
learning. This is new language that is learned through the lesson process.
• This is the stage where language emerges from the learning context and
experiences. This is where learners extend their cognitive skills and cultural
awareness. This is where learner progress should be given attention to by the
teacher.

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Unit 8. Key Ideas
Figure 2. The Language Triptych. (Coyle, Hood, & Marsh, 2010). Image from:
https://www.researchgate.net/profile/Michael_Griffiths14/publication/332472719/figure/fig1/AS:
748814839341056@1555542778583/The-Language-Triptych-Adapted-from-Coyle-Hood-Marsh-
2010.png
The Matrix for CLIL materials and tasks
When creating CLIL materials teachers must consider the connection between
language and cognition (thinking and understand) can be very complex (Coyle D.,
2005). This matrix relates to Cummin’s but is adapted in simpler terms. The biggest
challenge for CLIL teachers and planners it to develop materials and tasks which are
linguistically accessible whilst being cognitively demanding (Coyle D., 2005).

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Unit 8. Key Ideas
Figure 3. The Matrix for CLIL materials and tasks. (Coyle, D., 2005).
Planning the CLIL curriculum
Using the three tools from above consider the planning outline by Coyle (2005):
Planning the CLIL curriculum
 Decide what YOU mean by CLIL in your own

context/school/class
 Discuss these with other colleagues in your own department
Stage One:
and in other departments
 Guiding principles
 Discuss guiding principles for learning, e.g. implications for
 Looking at learning
group work, independent learning, whole class teaching
 Ethos
 Define aims and objectives of CLIL teaching program as well
as learning outcomes as they fit in with the whole school

vision
Stage Two: Starting to use the 4Cs Planning Tool for the Topic/Module
 Analyzing the  Carry out curriculum subject audit, i.e. identify the content
Teaching Curriculum knowledge, skills and understanding to be taught in the

 Overview planning topic/theme/module

for the  Carry out a thinking skills or cognitive processing analysis, i.e.
topic/theme/module relate the content defined in 1 to thinking skills

 Consider the culture/citizenship implications
 Identify the linguistic elements to carry out 1, 2 and 3

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Unit 8. Key Ideas
 Create a schema or wall chart (with 4 columns – content;
cognition-thinking skills; citizenship – leave the final column

blank at the moment) showing interrelationship and
interconnectedness of 1, 2, and 3
 Now fill in the final column. Identify the communication
(language) needed to carry out the above by the learners

 You can use this 4Cs document as self-evaluation
Stage Three: Using CLIL tools: 3As for detailed lessons planning.
 Preparing the  The Matrix for task and materials design
Learning Context  Use schema above to define tasks
 Identify appropriate related teaching strategies – how to
support learners
 Identify appropriate related learning strategies – how
learners can learn to support their own learning

 Ensure teaching objectives and learning outcomes are clear
and achievable AND that tasks are sequenced to build in

progression. Such as: ‘By the end of the
year/term/week/series of lessons I want my learners to …’
 Prepare appropriate materials – with special attention to
those incorporating learning strategies and pedagogical

scaffolding
 Use matrix or similar to analyze the teaching materials and/or
tasks
Stage Four:  Collaboration with other teachers, e.g. observing each
 Monitoring Progress other’s’ lessons and analyzing according to negotiated

criteria, e.g. record and transcribe sections of lessons to
compare what is going on with what has been planned
 Collaboration with learners, e.g. make learning aims explicit,
explore use of learner talk, learner diaries

 Use of assessment for learning procedures which relate to
process rather than outcome

 Check sequencing of tasks
Stage Five: Evaluation of teaching and learning process

 Evaluating  Decide how you will evaluate the CLIL work you have done
before you start – parents’ evening? Other teachers to

observe? Presentation by pupils to other pupils?
 Revisit your 4Cs overview topic to evaluate how successful
you have been (self-evaluation)

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Unit 8. Key Ideas
 Always relate this to schema and involve learners: relate to
explicit learning aims, revise or adjust the schema and set

new targets
 Publish your results
Table 1. Planning the CLIL Curriculum. (Coyle D., 2005).
An example of a CLIL Project written by Coyle (2005) including the various aspects of
the fundamental concepts listed above.
Planning a CLIL Project: A Paper Chase
To show the relationship between paper consumption and deforestation.

Aim: Discover the negative consequences and discuss conservation and recycling
methods.
Teaching Content:
Objectives:  Paper production
 Deforestation
 Recycling
 Environmental protection
Communication:
 explain processes (how paper is made, how the forest is cut down, how
this harms the environment)

 make suggestions (ideas for recycling, protecting the environment, taking
action at school and in daily life)

 discuss ideas
 present and defend an argument / plan (students make posters about
the issue and their proposals and present them to the headmaster to
convince him to implement their plan)
Cognition:
 understanding of the relationship between paper consumption and its
negative effects on the environment

 problem solving (how can these negative effects be alleviated) the logic
of making an argument
Culture:
 Civility and environmental sensitivity and sense of responsibility
Outcomes At the end of the lesson (which spans over several classes), students will be
able to:

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Unit 8. Key Ideas
 Understand the relationship between paper consumption and
deforestation, and appreciate the negatives consequences on the
environment.
 Know how to recycle and take measures to protect the environment. S
 Suggest a plan of action for saving paper to be carried out at their school
and present their argument to their headmaster in an attempt to

convince him to implement the plan.
Tasks Planned  Collaboration with other teachers, e.g. observing each other’s’ lessons
and analyzing according to negotiated criteria, e.g. record and transcribe

sections of lessons to compare what is going on with what has been
planned
 Collaboration with learners, e.g. make learning aims explicit, explore use
of learner talk, learner diaries

 Use of assessment for learning procedures which relate to process rather
than outcome
 Check sequencing of tasks
Lesson Plan Warm-up: Some significant images will be shown to our students. We want
to promote thinking through these pictures, just wake up some ideas about
the subject.
Tasks given will be:
Step 1: We have focused our attention into four stages of paper making
process: logging, paper industry, paper waste and consequences on the
environment. Each step will be described trough four pictures which are
connected like a sequence of facts. Students working in groups of 4 or 5
persons will be asked to explain what is happening in these draws. They will
be helped with a frame (see materials) to learn how to organize into the
speech different stages of a process.
Step 2: Groups should explain to the class what happen to the matter they
have been working on. The objective of this step is to let our students to have
a general view of the whole process through their peers’ work.
Step 3: Now groups should think about causes and consequences. We will
give out some frames (see materials) to organize the big amount of facts that
will have appeared on Step 2. They should reflect on their schedules what
the most significant facts are, what are their causes and their consequences.

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Unit 8. Key Ideas
Step 4: We hope that these activities bring to make a clear idea of what is
paper making process, what implies to the environment and how each
student’s waste means something (take responsibility of their actions). Now
it’s time to put these ideas into the practice. We want to design a plan action
into the school for saving paper. Students should try to convince headmaster
to change school paper policy using the arguments we have deal with during
the task. We want to create a real situation to make sense to the whole
activity.
Matrix We think this activity implies a high cognitive domain but a medium linguistic
domain. We are really worried to create a sense of responsibility of our
students’ actions.
Scaffolding As we have seen on task explanation, scaffolding will be provided by
language boxes and mind frames (as well as teacher support).
Talk Students will have the opportunity to talk when they discuss each other’s
posters and proposals. The scene is also set for talking during their
evaluation and reflection on how their presentation to the head teacher
went.
Assessment The task of designing and making a poster about paper consumption, its
negative effects on the environment and what can be done in response is a
demonstration of what the students have learned. Students are asked to
assess each other’s posters and presentations.
Table 2. Planning a CLIL Project: A Paper Chase. (Coyle D., 2005).
Pedagogical Approach for Content-Based Teaching
Content-based teaching (ConBaT+) places the concepts of plurilingualism and

pluriculutralism at the core of creating CLIL materials for the classroom. The project
hopes to create materials in three languages – English, French and Spanish for
teaching content based classes in another language in primary and secondary school
(Bernaus, Furlong, Jonckheere, & Kervran, 2011). This would also give the CLIL
teacher added support of how to integrate plurilingualism and pluriculturalism in the
classroom, seeing as currently the resources in CLIL while ever-growing are still
limited.

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Unit 8. Key Ideas
The Project ConBaT+ proposed to provide materials which (Bernaus, Furlong,
Jonckheere, & Kervran, 2011):
 Evolve from the experience of previous projects.

 Impacts on reform processes in language teaching by integrating plurilingualism
and pluriculturalism into content-based learning.
 Provides concrete support to [teachers] through the production of quality
materials for the plurilingual/cultural CLIL classroom.
 Brings tangible added value to content-based learning.
 Contributes to change processes in national contexts by empowering
professionals of languages to manage ethnic and cultural heterogeneity as we as
overcrowded curricula.
Figure 4. A pedagogical approach to ConBaT+. (Bernaus, Furlong, Jonckheere, & Kervran, 2011).
Check out the materials created for ConBaT+ here:

https://www.ecml.at/Portals/1/documents/ECML-
resources/2011_11_26_Conbat_fuer_web.pdf?ver=2018-03-20-160408-117

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Unit 8. Key Ideas
8.4. Multilingual Classroom
Considerations for the plurilingual classroom EU
Considering plurilingual and pluricultural classrooms in the EU with the information

provided from the Council of Europe (2001) and the fundamental concepts such as
the 4C’s framework, 3A’s, the matrix for materials and tasks and ConBaT+
approaches. These considerations imply (Council of Europe, 2001):
 Throughout the language learning period – and this is equally applicable to schools
– there may be continuity with regard to objectives or they may be modified and
their order of priority adjusted.
 In a language curriculum accommodating several languages, the objectives and
syllabuses of the different languages may either be similar or different.
 Quite radically different approaches are possible and each can have its own
transparency and coherence with regard to options chosen.
 Reflection on the curriculum may therefore involve the consideration of possible
scenarios for the development of plurilingual and pluricultural competences and
the role of the school in this process.
Plurilingual classrooms in Spain
Bilingual education in Spain is often implemented through Content and Language

Integrated Learning (CLIL). CLIL is used for the teaching of content subjects with the
use of a second language as the language in which it is taught. While students are
learning the content, they are also learning vocabulary and language structures in
English. For instructors this can be very difficult. They must carefully consider and
plan the language teaching so students not only understand the content but
internalize the language (Snow, Met, & Genesee, 1989).

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Unit 8. Key Ideas
The CLIL classroom requires full immersion into the target language, which is aided
by the native language assistant. Interviews held revealed that “teacher involvement
in CLIL planning is high and characterized by engaged collaboration between content,
L2 teachers and language assistants” (Lorenzo, Casal, & Moore, 2009). Though some
researchers disagree and believe “teachers carry into effect compensatory
mechanisms by using both languages; activities become more communicative;
resources become more illustrative and attractive; and the use of the foreign
language is more spontaneous and enjoyable” (Méndez García & Pavón Vázquez,
2012). Regardless of the planning process, the ultimate goal of CLIL is to put
communication which focuses on the “interaction between peers and teachers”
centering communication and interaction “at the core of learning” in the classroom
(Coyle, Hood, & Marsh, 2010).
In the language classroom students are focused on the grammar and vocabulary of
the language, whereas in CLIL classrooms the focus is on the content and the ability
to express oneself in the target language. Following a study in Andalucía which
analyzed the communication which occurs between main teachers and LAs in CLIL
classrooms, Méndez García & Pavón Vázquez (2012, p.) concluded, “An important
asset of CLIL programs, the decision to use native teachers/assistants who
collaborate with content teachers in the same class greatly contributes to increasing
the quantity and quality of the language support.”
Ultimately, we can see that within the CLIL classroom communication is not
just the vehicle, but rather a static element of the classroom which fuels the
students not only with content knowledge but the target language knowledge
as well.
Other resources
Although there is an in depth section here are some resources that you may want to
take a look at that have to do with the multilingual, plurilingual and pluricultural
classroom.

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Unit 8. Key Ideas
 A pluriliteracies approach to teaching for learning from the Council of Europe:
https://pluriliteracies.ecml.at/Portals/54/publications/pluriliteracies-Putting-a-
pluriliteracies-approach-into-practice.pdf
 Forum for Across the Curriculum Teaching: www.factworld.info/
 Comenius Project TL2L: www.tl2l.nl/
 European Centre for Modern Languages: www.ecml.at/
 Norwich Institute for Language Education: www.nile-elt.com
 Science Across the Curriculum: www.scienceacross.org
 EuroCLIC: www.euroclic.org
 The National Centre for Languages (CILT): www.cilt.org.uk
 Content and Language Integrated Project (CLIP): www.cilt.org.uk/clip/
8.5. References
Álvarez, I., & Pérez-Cavana, M. L. (2015). Multilingual and multicultural task-based

learning scenarios: A pilot study from the MAGGIC project. CercleS, 59-82.
Bernaus, M., Furlong, Á., Jonckheere, S., & Kervran, M. (2011). Plurilingualism and
pluriculturalism in content-based teaching: A training kit. Strausbourg: Council of
Europe Publishing.
British Council. (n.d.). CLIL: A lesson framework. Retrieved from Teaching English:
https://www.teachingenglish.org.uk/article/clil-a-lesson-framework
Council of Europe. (2001). Common European Framework of Reference for

Languages: Learning, teaching, assessment. Retrieved from Concil of Europe:

www.coe.int/lang-CEFR

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Unit 8. Key Ideas
Coyle, D. (2005). Planning Tools for Teacher. Retrieved from CLIL:
http://ateneu.xtec.cat/wikiform/wikiexport/_media/cmd/lle/clpi/modul_4/coyle20
05_clilplanningtools.pdf
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated
Learning. Cambridge: Cambridge University Press.
Creese, D. A. (2005). In D. A. Creese, Teacher Collaboration and Talk in Multilingual

Classrooms (pp. 145-167). Channel View Publication.
Lorenzo, F., Casal, S., & Moore, P. (2009). The effects of Content and Language
Integrated Learning in European Education: Key findings from the Andalusian
Bilingual Sections Evaluation Project. Applied Linguistics, 418-442.
Martín del Pozo, M. Á. (2016). An approach to CLIL teacher language awareness using
the Language Triptych. Pulso, 141-157.
Méndez, M., & Pavón, V. (2012). Investigating the coexistence of the mother tongue
and the foreign language through teacher collaboration in CLIL contexts: Perceptions
and practice of the teachers involved in the plurilingual programme in Andalusia.
International Journal of Bilingual Education and Bilingualism, 573-592.
Snow, M., Met, M., & Genesee, F. (1989). A conceptual framework for the integration
of language and content in second/foreign language instruction. TESOL Quarterly,
201-217.

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Unit 8. Key Ideas
In Depth
What is the 4C’s teaching framework?
Centro del Profesorado de Granada. (2014 Dec 3). What is the 4 Cs teaching framework?
[Video File]. Retrieved from https://www.youtube.com/watch?v=UWzkYDiKQE4
Coyle explaining how the framework was developed and how to utilize the
framework to plan units for CLIL.

24
Unit 8. In Depth
Plurilingual and intercultural competences
ecmlat. (2016 Jan 25). Plurilingual and intercultural competences [Video File]. Retrieved
from https://www.youtube.com/watch?v=C4KAjE7XlMo
The plurilingual and intercultural competences proposed by the European Union

explained by Michel Candelier. Also, check out their project at
http://www.ecml.at/carap

25
Unit 8. In Depth
Test
1. Multilingualism is…
A. Diversifying languages.
B. The co-existence of various languages in society.
C. The co-existence of two languages in society.
D. None of the above.
2. Plurilingualism is the ability to use languages at any level and to recognize that
languages are separate systems.
A. True.
B. False.
3. An example of a plurilingual society and/education system includes… (Select all

that apply)
A. Madrid bilingual schools.
B. British School System.
C. Spanish School System.
D. None of these.
4. Having an imbalance in language competences is...

A. A result of practicing listening and speaking in one language more than the
other.
B. Normal.
C. A result of practicing writing and reading in one language more than the
other.
D. A lack of knowledge on the learner’s part.
5. CLIL motivates learners to learn content and language.

A. True.
B. False.

26
Unit 8. Test
6. Of the 4C’s Cognition is the most important.
A. True.
B. False.
7. The 3A’s of CLIL include… (Select all that apply)

A. Add.
B. Apply.
C. Assess.
D. Analyze.
8. Identifying key words, phrases and grammatical functions is language...

A. Language for learning.
B. Language through learning.
C. Language of learning.
9. The matrix is a tool to consider how to create CLIL materials and tools although
the biggest challenge is…
A. Creating materials which are linguistically accessible while being cognitively
demanding.
B. Creating tasks which are linguistically challenging while being cognitively
demanding.
C. Creating materials which are linguistically accessible while being cognitively
accessible.
D. Creating materials which are linguistically easy while being cognitively
challenging.
10. Spain has included language assistants as a result of implementing CLIL to…
A. Provide language support with content teachers.
B. Provide language support to language teachers.
C. To provide a different cultural aspect.

27
Unit 8. Test

Multilingual Context: Unit 8

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Unit 8

Second Language Acquisition and Learning

Second Language Acquisition and Learning

 Students will differentiate multilingualism and plurilingualism.

Second Language Acquisition and Learning

“Multilingualism may be attained by simply diversifying the languages on

In the interest of promoting multilingualism, the plurilingual approach is emphasized.

“An individual person’s experience of language in its cultural contexts

Second Language Acquisition and Learning

Second Language Acquisition and Learning

 Stress the pluricultural dimensions of this multiple competence but without

curriculum for each language taken in isolation, nor even an integrated

Second Language Acquisition and Learning

As a result of the imbalance in the competence it is recommended to use

8.3. Fundamental Concepts

As a result of the priority and emphasis the EU places on intercultural knowledge,

 Builds intercultural knowledge and understanding.

Second Language Acquisition and Learning

4C’s Conceptual Framework

The purpose of CLIL in the classroom is to promote language teaching through a

Second Language Acquisition and Learning

“Communication. Language is a conduit for communication and for learning.

“Cognition. For CLIL to be effective, it must challenge learners to think and

 Start with content. Define it.

• What are my teaching aims/objectives?

Second Language Acquisition and Learning

• How does the CLIL context allow for ‘value added’?

• What about otherness and self?

Second Language Acquisition and Learning

 Analyze content for the language of learning

 Add to content language for learning

 Apply to content language through learning

Second Language Acquisition and Learning

The Matrix for CLIL materials and tasks

Second Language Acquisition and Learning

Planning the CLIL curriculum

Planning the CLIL curriculum

 Decide what YOU mean by CLIL in your own

as learning outcomes as they fit in with the whole school

Teaching Curriculum knowledge, skills and understanding to be taught in the

 Overview planning topic/theme/module

topic/theme/module relate the content defined in 1 to thinking skills

 Identify the linguistic elements to carry out 1, 2 and 3

Second Language Acquisition and Learning

cognition-thinking skills; citizenship – leave the final column

(language) needed to carry out the above by the learners

Learning Context  Use schema above to define tasks

 Identify appropriate related teaching strategies – how to

learners can learn to support their own learning

and achievable AND that tasks are sequenced to build in

those incorporating learning strategies and pedagogical

 Monitoring Progress other’s’ lessons and analyzing according to negotiated

explore use of learner talk, learner diaries

process rather than outcome

Stage Five: Evaluation of teaching and learning process

before you start – parents’ evening? Other teachers to

you have been (self-evaluation)

Second Language Acquisition and Learning

explicit learning aims, revise or adjust the schema and set

Table 1. Planning the CLIL Curriculum. (Coyle D., 2005).

Planning a CLIL Project: A Paper Chase

To show the relationship between paper consumption and deforestation.

this harms the environment)