1.
inlingua
Edinburgh
Erasmus+
Teacher
Training
Programme:
CLIL
14
July
2015
1
CLIL
“...is
a
dual-­‐focused
educaDonal
approach
in
which
an
addiDonal
language
is
used
for
the
learning
and
teaching
of
both
content
and
language.”
Mehisto,
Marsh
and
Frigols
(2008,
p.
9)
“...
involves
using
a
language
that
is
not
a
student’s
naDve
language
as
a
medium
of
instrucDon
and
learning
for
primary,
secondary
and/or
vocaDonal-­‐level
subjects
such
as
maths,
science,
art,
or
business.”
(ibid.
p.11)
What
is
CLIL?
Content
and
Language
Integrated
Learning…

2.
inlingua
Edinburgh
Erasmus+
Teacher
Training
Programme:
CLIL
14
July
2015
2
“[CLIL]
has
a
major
contribuDon
to
make
to
the
[European]
Union’s
language
learning
goals.
It
can
provide
effecDve
opportuniDes
for
pupils
to
use
their
new
language
skills
now,
rather
than
learn
them
now
for
use
later.
It
opens
doors
on
languages
for
a
broader
range
of
learners,
nurturing
self-­‐
confidence
in
young
learners
and
those
who
have
not
responded
well
to
formal
language
instrucDon
in
general
educaDon.
It
provides
exposure
to
the
language
without
requiring
extra
Dme
in
the
curriculum,
which
can
be
of
parDcular
interest
in
vocaDonal
seWngs.”
European
Commission
(2003,
p.
8)
Why
CLIL?
Content
Language
CLIL-­‐RELATED
GOALS
Learning
Skills
Why
CLIL?

3.
inlingua
Edinburgh
Erasmus+
Teacher
Training
Programme:
CLIL
14
July
2015
3
Examples
of
CLIL
“[T]here
is
no
single
CLIL
pedagogy.”
Coyle,
Hood
and
Marsh
(2010,
p.
86)
“This
is
true,
but
there
are
certainly
characterisDcs
which
show
that
a
CLIL
classroom
is
different
from
a
‘standard’
classroom.”
Dale
and
Tanner
(2012,
p.
15)
Do
you
CLIL?

4.
inlingua
Edinburgh
Erasmus+
Teacher
Training
Programme:
CLIL
14
July
2015
4

5.
inlingua
Edinburgh
Erasmus+
Teacher
Training
Programme:
CLIL
14
July
2015
5
Discuss
1. What
do
you
think
are
the
benefits
of
CLIL?
2. Do
you
have
any
criDcisms
of
CLIL?
The
benefits
of
CLIL
for
learners
• CLIL
learners
are
moDvated
• CLIL
learners
develop
cogniDvely
and
their
brains
work
harder
• CLIL
learners
develop
communicaDon
skills
• CLIL
learners
make
new
personal
meanings
in
another
language
• CLIL
learners’
language
progresses
more
• CLIL
learners
receive
a
lot
of
input
and
work
effecDvely
with
that
input
• CLIL
learners
interact
meaningfully
• CLIL
learners
learn
to
speak
and
write
• CLIL
learners
develop
intercultural
awareness
• CLIL
learners
learn
about
the
‘culture’
of
a
subject
• CLIL
learners
are
prepared
for
studying
in
another
language
• CLIL
learners
learn
in
different
ways
(Dale
&
Tanner
2012,
pp.
11-­‐14)

6.
inlingua
Edinburgh
Erasmus+
Teacher
Training
Programme:
CLIL
14
July
2015
6
CriEcisms
of
CLIL
• CLIL
is
rarely
“two
for
the
price
of
one”
where
it
is
implemented
• CLIL
is
no
different
from
communicaDve
language
teaching
or
content-­‐based
language
teaching
• Students
can
be
just
as
scepDcal
about
the
immediate
need
for
learning
a
foreign
language
when
the
content
is
academic
• CLIL
is
oben
provided
on
the
basis
of
what
is
available,
rather
than
what
learners’
need
• CLIL
requires
that
academic
genres
be
learned,
which
may
not
always
be
relevant
• Some
academics
emphasise
the
importance
of
culture
in
CLIL,
but
English
is
important
because
of
its
global
uDlity
• AdempDng
simultaneous
language
and
content
learning
can
hinder
rather
than
reinforce
the
development
of
each
• In
pracDce,
CLIL
is
not
egalitarian
(Bruton,
2013)
How
to
CLIL
• Stage
1:
A
shared
vision
for
CLIL
• Stage
2:
Analysing
and
personalising
the
CLIL
context
• Stage
3:
Planning
a
unit
• The
4Cs
Framework
• Content
• CogniDon
• Bloom’s
Taxonomy
• CommunicaDon
• The
Language
Triptych
• Culture
• Stage
4:
Preparing
the
unit
• Stage
5:
Monitoring
and
evaluaDng
CLIL
in
acDon
• The
CLIL
Matrix
(Cummins’
quadrants)
• Stage
6:
Next
steps
–
towards
inquiry-­‐based
professional
learning
communiDes
(Coyle,
Hood,
&
Marsh
2010)

7.
inlingua
Edinburgh
Erasmus+
Teacher
Training
Programme:
CLIL
14
July
2015
7
How
to
CLIL
The
4Cs
Framework
(adapted
from
Coyle,
Hood,
&
Marsh
2010,
p.
56)
THEME
1.
CONTENT
2.
COGNITION
3.
COMMUNICATION
a.
Language
of
learning
b.
Language
for
learning
c.
Language
through
learning
4.
CULTURE
How
to
CLIL
The
4Cs
Framework
in
use
(Coyle,
Hood
&
Marsh,
2010)

8.
inlingua
Edinburgh
Erasmus+
Teacher
Training
Programme:
CLIL
14
July
2015
8
How
to
CLIL
The
Language
Triptych
(adapted
from
Coyle,
Hood,
&
Marsh
2010,
p.
60)
a.
Language
of
learning
b.
Language
for
learning
CLIL
linguisDc
progression
c.
Language
through
learning
How
to
CLIL
The
CLIL
Matrix
(adapted
from
Cummins
1984
in
Coyle,
Hood,
&
Marsh
2010,
p.
43)
2
3
1
4
High
cogniDve
demands
Low
cogniDve
demands
Low
linguisDc
demands
High
linguisDc
demands

9.
inlingua
Edinburgh
Erasmus+
Teacher
Training
Programme:
CLIL
14
July
2015
9
CLIL
materials
Analysing
CLIL
materials
for
linguisDc
and
cogniDve
challenge

10.
inlingua
Edinburgh
Erasmus+
Teacher
Training
Programme:
CLIL
14
July
2015
10
References
• Bruton,
A.
(2013).
CLIL:
Some
of
the
reasons
why…
and
why
not.
System,
41,
587-­‐597.
hdp://dx.doi.org/10.1016/j.system.2013.07.001
• Commission
of
the
European
CommuniDes.
(2003)
Communica6on
from
the
Commission
to
the
Council,
the
European
Parliament,
the
Economic
and
Social
Commi<ee
and
the
Commi<ee
of
the
Regions:
Promo6ng
language
learning
and
linguis6c
diversity:
An
ac6on
plan
2004-­‐2006.
[PDF]
hdp://eur-­‐lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:
2003:0449:FIN:EN:PDF
• Coyle,
D.,
Hood,
P.,
&
Marsh,
D.
(2010).
CLIL:
Content
and
language
integrated
learning.
Cambridge:
Cambridge
University
Press.
• Cummins,
J.
(1984).
Bilingualism
and
special
educa6on:
Issues
in
assessment
and
pedagogy.
Clevedon:
MulDlingual
Maders.
• Dale,
L.,
&
Tanner,
R.
(2012).
CLIL
ac6vi6es:
A
resource
for
subject
and
language
teachers.
Cambridge:
Cambridge
University
Press.
• Mehisto,
P.,
Marsh,
M.
J.,
&
Frigols,
D.
(2008)
Uncovering
CLIL.
Oxford:
Macmillan.
• Vygotsky,
L.
S.
(1978).
Mind
in
society.
Cambridge,
MA:
Harvard
University
Press.