This document provides an overview of Content and Language Integrated Learning (CLIL). It discusses key concepts like cognition, thinking, goals of CLIL, and models of CLIL. It outlines four principles of CLIL: cognition, community, content, and communication. It also describes the benefits of CLIL, some limitations, and current interest in CLIL around the world. Sample CLIL lessons on the topic of superheroes are provided to illustrate how CLIL can be implemented in the classroom.

1. Content and
Language
Integrated Learning
CLIL attack

2. Activity 1. Mind map of the
research article
• Divide the paper in the group.
• Establish the main factors of the paper.
• Summarize what you perceive as the main
items of the paper.
• Present the map

3. What drives the core-features?
THINKING drives the teaching/learning process;
COGNITION drives the good CLIL practice.
THINKING = COGNITION
It is the mental faculty of knowing which includes:
Perceiving
Recognizing
Judging
Reasoning
Conceiving
imagining

4. CLIL GOALS
• The holistic development of learners;
• To guide students towards becoming
capable and motivated;
• To form independent students
• To put the focus on SUBSTANCE
• Not only provide with new information but
also permit the connection between that
new information and the existing knowldge,
skills and attitudes.

5. CLIL MODEL
MEANING-MAKING is both a personal
and social process (COMUNITY)
The new knowledge and skills develop
through:
Personal and cooperative reflection
(COGNITION)
A communicative process
(COMMUNICATION)

6. THE FOUR PRINCIPLES
• These principles can serve as a
reference point for lessons
planning
• They contribute to successful
outcomes
COGNITION
COMMUNITY – CONTENT - COMMUNICATION

7. How does CLIL work for students?
CLIL classes work:
To create life experiences;
To tap into the innate language
learning ability we all have.
Communication and learning take
place in the CLIL language

8. Conceptual map for understanding CLIL:
holistic, symbiotic view
(developed by Do Coyle)
context
t
con
ten
cul
tur
e
context
n
re
tio
ltu
ica
cu
un
mm
co
context
cognition
culture
context

9. Language Triptych

10. 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

18. 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
• Chunks 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

19. 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

20. 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

21. 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)
• Language teachers help subject
teachers. The aim is to have subject
teachers teaching CLIL by themselves.

22. CLIL lessons around the
world
• http://www.youtube.com/watch?v=uAJSzSTUN
• http://www.youtube.com/watch?v=-Js_OCc8zw&feature=related
• http://www.youtube.com/watch?
v=RYsG52Vw5do&feature=related
• http://www.youtube.com/watch?
v=KsSGFsgWNVg&feature=related

23. Sources
• Book: “Uncovering CLIL”,by
Peter Mehisto, Maria-Jesus
Frigols, and David Marsh.
(Chapter 2: Getting ready for
CLIL)
• Youtube lessons

24. superheroes

25. What is a superheroe?
Do they exist?
Explain why yes or not

26. Identify the heroe by his/her logo

27. Recognize superheroes powers

28. The New Superheroes

29. Answer the following questions
1. Which are the new powers of superheroes?
2. Why do you consider old superheroes have
changed?
3. What can you infer in Superman, Batman and
Aquaman´s reactions?
1. Why were they excited?
2. Why is Batman questioned about his superpowers?
3. Why is Ben highlighted by the other superheroes?

30. Create your own superheroe
for Colombian problems
• Draw him/her
• He/she should have one Colombian
characteristic
• Explain his/her superpowers
• Explain briefly his/her story
• Name and describe his/her enemies

31. Thank you
Let`s change the world