CLIL Essentials (Content and Language

Integrated Learning)

Dalia-Ona PinkevičienėLoreta Zavadskienė

What is CLIL?

An umbrella term covering a dozen of educational approaches (immersion, bilingual education, multilingual education, language showers, bains linguistiques...)

A continuum of educational approaches devoted to two main components – language and content

CLIL is referred to as dual-focused education as lessons have two main aims, one related to particular subject or topic and one linked to language. (The British Council page)

Neither ‘translation’ of first language teaching into another language, nor ‘disguised’ systematic grammar.

Is it CLIL or not CLIL?

Bilingual teaching Immersion LSP/ESP (Language/English for Specific

Purposes) Academic language teaching International Baccalaureate …

CLIL-Classroom principles

Language is used to learn as well as to communicate

It is the subject matter which determines the language needed to learn

Subject is taught in simple easily comprehensible ways, using diagrams, illustrations, graphs, highlighted terms

Language – subject based vocabulary, texts and discussions. If needed, L1 can be used

A successful CLIL lesson should combine elements of the following(the 4Cs):

Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. (It should not repeat the content learnt in other lessons!)

Communication – Using language to learn and learning to use language. Language does not follow the grammatical progression found in language-learning settings

Cognition-Developing thinking skills which link concept formation (abstract and concrete), understanding and language

Culture- understanding of otherness and self, deepened feelings of community and global citizenship

(David Marsh)

Conceptual map for understanding CLIL: holistic, symbiotic view(developed by Do Coyle)

Language Triptych

Three interrelated types of language

L of learning – content obligatory language related to the subject theme or topic

L for learning – language needed to operate in foreign language environment (for pair/ group work, asking questions, debating, etc.)

L through learning- new language that cannot be planned. This emerging language needs to be captured, recycled and developed so that it becomes a part of a learner’s repertoire

Lexical rather than grammatical approach

Language that has real purpose and is dictated by the context of the subject

Attention to collocations, semi-fixed expressions, set phrases and subject specific and academic vocabulary

Cunks of language that can be picked up and used immediately

There is no grading for language! Learners are not afraid to make mistakes Learner styles are taken into account

Benefits of CLIL

The whole that is greater than the sum of the parts (synergy effect)

Accelerates learning Is authentic Nurtures a feel good (fun!) and can do attitude Fires the brain up, fires the neurons, rejuvenates teaching Serves as a platform for ultimate students’ interest in other

languages and cultures Gives feelings of professional satisfaction and cooperation to

teachers Parents are for it Beneficial for the school

Discouraging factors/ limitations

CLIL is complex There is no single model for CLIL – the context is to be taken

into account Who is to teach CLIL (language or subject teachers), and how

to combine both? New concepts are always difficult to accept Threat to the native language, if any? Do academic language

and terminology develop? Insufficient understanding of content through the medium of

foreign language CLIL methodology and assessment are not clear – teachers

have to be supported Teacher overload, shortage of materials

Current ELT interest in CLIL

CLIL programs are becoming common place in numerous countries in Europe (Austria, Finland, Spain (all subjects in Basque country), the Netherlands)

In Lithuania-mostly 35-40hour modules. Teachers work in tandems. Language teachers help subject teachers. The aim is to have subject teachers teaching CLIL by themselves.

Topics to be Covered

Pollution of the Baltic Sea Stabilization of sand dunes Rising sea levels Seaside littering Recession of beaches Oil platforms in the Baltic Sea Coastal erosion & coastal

defences Saving flora & fauna of the Baltic

Sea Pollution of rivers Surface water quality Sunken ships at the coast of

Denmark

Energy

Estonia

Things

Latvia

Water

Lithuania

Water:

What is Ecology to do with CLIL?

In CLIL, language learning is based on characteristics of ecology, i.e. it is holistic, interactive, dynamic, non-linear, complex, unpredictable, and situated in a certain context.

For this, the teacher needscreativity, initiative , and effort.

SO LET’S GO GREEN IN TEACHING!

List of References

Coyle, D., Hood, P. and D. Marsh 2010. CLIL Content and Language integrated Learning. CUP

Integruotas dalyko ir užsienio kalbos mokymas. Lietuvos Respublikos Švietimo ir mokslo ministerija, Vilnius, 2007

Ceruti, M. A. On Solid Ground. Matching Practice and Theory in a CLIL Perspective. Studies about Languages 16/2010

Järvinen, H. M. What is Ecology to do with CLIL? An Ecological Approach in CLIL. International CLIL Research Journal 2009

Lasagabaster D. and Sierra J. M. Language Attitudes in CLIL and Traditional ELF Classes. International CLIL Research Journal 1/2009

Janulienė A. On the Use of CLIL at Lithuanian Schools. Verbum 2010