Erasmus + project

1. CLICK ON E-CLIL
2019-1-RO01-
KA229-063080_1
C1: Short term joint staff training event
Jibou, Romania
INTRODUCTION TO CLIL

2. HOW DO YOU
FEEL ABOUT
CLIL RIGHT
NOW?

3. CLIL STANDS FOR:

4. WHAT IS CLIL? LET’S WATCH A SHORT VIDEO.

5. HISTORY OF
CLIL
The concept of teaching through a foreign or a
further language different from the official
school language has been around in Europe for
many years, decades and, in some cases, even for
more than a century.
Malta, for example, introduced CLIL-type
programmes as early as in the 19th century, and
in the1940s and 1950s Hungary, the
Netherlands, the United Kingdom and Slovenia,
among other countries, started to provide CLIL-
programmes for speakers of regional and
minority languages (Eurydice 2006, p. 14).

6. HISTORY OF
CLIL
In the 1990s, the term CLIL was coined
mainly to refer to European versions of late-
partial immersion programmes in which
non-language subjects were taught not only
in regional and minority languages, but also
in foreign languages.
Nowadays, as Europe is striving towards
the aim for each citizen to become
plurilingual, speaking two other languages
besides their first language, many countries
have implemented CLIL-type programmes
within their educational systems.

7. PLURILINGUALISM
The objective for plurilingualism goes
alongside with the need to increase the
communication in general among
European citizens, and to foster a
culture of mutual encounter and a
liberal exchange of ideas.
Last but not least, in a more down-to-
earth sense, bi/multilingual education
is seen to prepare students for an
internationalised society and better
job prospects (The European
Commission 1995).

8. DEFINITION OF CLIL
Work in international groups and try to make up a definition of
CLIL. What is really CLIL?

9. DEFINITION OF CLIL
• According to David Marsh, a leading
expert in CLIL who first introduced it
by name in 1994 'CLIL (Content and
Language Integrated Learning) refers
to situations where subjects, or parts of
subjects, are taught through a foreign
language with dual-focused aims,
namely the learning of content, and the
simultaneous learning of a foreign
language'. (Marsh, 1994)

10. FORMS OF CLIL
• Thousands different varieties of CLIL teaching exist. The
reasoning behind selection is governed by a necessity of an
adaptation to local conditions like the educational system,
organizational and personnel resources, the specific aims of
CLIL education and their implementation, the learner profile,
the learners’ needs, in addition to social and political
considerations.

11. EXISTING
FORMS OF
CLIL
EDUCATION:
• Language showers – implementation of
CLIL in frequent but brief periods
(from 10- 30 mins – three times a week
– or more). CLIL topics are according
to school’s weekly theme/topic. SOFT
CLIL
• Chosen subjects taught in a foreign
language. HARD CLIL
• Extracurricular activities: e.g.
involvement In European projects.

12. THE CLIL TEACHER
GROUP REFLECTION
Since the early days of CLIL the following questions
have been under discussion:
1.) • Who is qualified to implement CLIL?
2.) • Is it the foreign language teacher or is it the
subject teacher or do we need a CLIL teacher?

13. THE CLIL
TEACHER
• Of course, there is a clear consensus on
the fact that in order to teach through
a foreign language, the teachers should
have a good command of the target
language. However, the question
remains: “How good is good enough?”

14. THE CLIL TEACHER
• There is common agreement that a CLIL teacher`s
language competences are not necessarily identical
with that of a language teacher: the finer points of
grammar may not be of top priority, but extensive
vocabulary knowledge and oral skills are vital to
organise successful CLIL classes. There is a focus on
lexis rather than on grammar.

15. THE CLIL TEACHER
• As teachers are expected to teach their subject
through English and use strategies for supporting
learners in English, they do not necessarily have to
be language teachers.

16. CONCLUSIONS
1.) What is CLIL?
2.) What forms of CLIL exist in education?
3.) Who can be a CLIL teacher?

17. • "The European Commission's
support for the production of this
publication does not constitute an
endorsement of the contents,
which reflect the views only of the
authors, and the Commission
cannot be held responsible for any
use which may be made of the
information contained therein."