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CLIL Assignment
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SUBJECT ASSIGNMENT:
CONTENT & LANGUAGE INTEGRATED LEARNING
Name and surname(s) : Rosa Gamboa
Joanna Braun
Nataly Barrios
Maria Bautista
Group: tefl_2015-02
Date: 03-04-2016

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CLIL Assignment
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INDEX
Introduction ……………………………………………………………………………….……...…2
Five dimensions of CLIL …………………………………………………………..……..….…...…2
Philosophical and holistic points of view …………………………………………….………...…..3
CLIL around the world…………………………………………………………………..…….…..…4
Problems with CLIL in Latin America..………………………………………………………..….…5
Conclusions………………………………………………………………………………………..…6
Bibliography………………………………………………………………………………………..... 9

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Content and Language Integrated Learning: the approach for the future?
Introduction
In this essay we will discuss the advantages and the possible disadvantages expressed about
Content and Language Integrated Learning as a teaching approach considering whether the
cultures where we work in are ready to bring this methodology in its bilingual context. We have
analyzed CLIL taking into consideration the positive sides which it has to the students’
development and their future perspectives, having in mind the possible problems of this
approach. It is a very growing approach in many European countries but we will try to find the
answer to the question: is it feasible in Latin America?
Five dimensions of CLIL
Content and Language Integrated Learning (CLIL) is “any dual-focused educational context in
which an additional language, thus not usually the first language of the learners involved, is
used as a medium in the teaching and learning of non-language content”(Marsh, 2002). While
analyzing it we have to consider its different levels as well as positive and negative sides of
the situation given when students’ mother tongue is not the medium of instruction, for both the
language and the subjects like math,science and even art.
Teaching content and language together has several advantages. The publication “Profiling
European CLIL Classrooms” (Marsh,2001) names five dimensions in which CLIL helps
students: culture, environment, language, content and learning dimension. Keeping in mind
that content and language imply both communication and knowledge, it is certain to consider
that these dimensions provide a framework for the approach.
First, cultural dimension approach is based on the situation where a person obtains the
competence in more than one language and can switch between those languages according
to the needed social circumstances. This plurilingualism situation highlights that humans'
language and culture are not disconnected from the brain’s areas, though language in a
human mind, collaborates contributing to the development of communication skills. Ball

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(2009), states that one of CLIL´s aims is to "...turn the children into bilinguals by enabling them
to acquire proficiency comparable to native speakers". Likewise, CLIL gives opportunities to
connect parts of the curriculum providing a meaningful and authentic context for language
usage, contributing to the growth of intercultural knowledge and understanding, while
developing communication skills and at the same time, where the target language becomes
the means, rather than the end in itself.
Second, the environmental dimension in CLIL helps to prepare to internationalization and to
reach access to international certifications, which are some of the main goals of Latin
America's educational system. When content and language are integrated, students have the
opportunity to acquire both Basic Interpersonal Communications Skills (BICS) and Cognitive
Academic Language Proficiency (CALPS), with the former being all the social language skills,
and the latter the language skills to cope with academic requirements (Cummins, 2000). Being
able to communicate academically and socially prepares and encourages students for future
studies or jobs that involve international interrelations, as well as personal growth.
Third, language development, is one of the most common reasons for the introduction of CLIL.
This focus stresses a target language competence that includes reading, writing, speaking and
listening skills. In the same way, Language dimension is the deepen awareness of both
mother tongue and a target language, while developing plurilingual interests and attitudes.
Fourth, in terms of Content, CLIL is seen as helping to provide opportunities to study content
through different perspectives. Marsh (2001) claims that “Languages, and the cultures
associated with them, sometimes reveal differing world-views that can be seen in the ways in
which some content is taught.” In other words, seeing the topics from different perspectives
fosters critical thinking. Another great advantage in content dimension is the access to specific
target language terminology. Students acquire new lexicon in order to understand concepts or
express academic language accurately.
Finally, we have the Learning dimension. This approach complements individual learning
strategies, is learner-centered and it attempts to improve learning by giving attention to
individuals’ needs. Likewise, this Learning Dimension suggests that CLIL helps to increase
learners' motivation, which is a key to a good education.
Philosophical and holistic points of view

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Other important views to have in mind are the the philosophical and the holistic point of view.
Their basis are embed in a theoretical framework known as the 4C holistic paradigm method,
where Content, Communication, Cognition and Culture are integrated. Effective CLIL is given
by ways of progress in knowledge, understanding of content and skills, involvement in higher
order cognitive processing, as well as acquisition of a broader intercultural awareness.
Following an holistic point of view, CLIL contributes to students’ intercultural understanding
because it helps elaborate the capacity to understand the relationship among themselves,
their own cultural beliefs, as of those of the L2, while fostering an interactive learning and
offering opportunities for an intercultural interaction.
CLIL around the world
Demographic changes have remodelled European societies, and globalization is installing
pressure on education systems, providing learners with skills that will allow them to maintain
their positions, even in international contexts. The Council of Europe and the European Union
have had the enthusiasm for disseminating CLIL through multinational conventions, or
conferences, leading to vast information networks. The concept of CLIL is nowadays the most
used term for bilingual education in Europe. In Germany, as in many other parts of Europe, to
be bilingual does not cite mastery in an additional language at a native proficiency, but it is
described as having a partial foreign language competency where subject materials are
instructed through a foreign language. CLIL has lived in European schools for more than 20
years and has been intensified over the last decade. For this reason, professors have seen the
necessity to develop a standardized CLIL theory, which refers to it not as an approach that
combines subject and specific language, but as a methodology that integrates both culture and
intercultural perspectives through an additional language.
CLIL is flourishing in Spain and an arena of major expansion in Spanish education. As Phil
Ball pointed out on the 2012 CLIL conference in Prague, regions where CLIL was being
developed, had been top-scoring in PISA reports. In prospect of the accomplishment of
bilingual schools in Spain, Portugal began showing interest in CLIL and started adopting this
approach but still only in private schools. There are several different CLIL program
approaches, going from full immersion (Canada) through partial immersion, about half percent
of the curriculum (some regions of Spain), to regular 30 minutes subject lessons in the foreign
language (some parts of Germany). Most countries in the European Union have found more
advantages than disadvantages in the application of CLIL. The reality about the amount of

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immigrants the European Union constantly receives has induced to socio-political reasons to
encourage countries to administer CLIL through English as well as through other prestigious
languages as vehicles for instruction. At present, CLIL is fast developing in popularity and
being put into action in various contexts in many countries around the world. It is being shaped
as a methodology to fit different contexts and philosophies.
Problems with CLIL in Latin America
There are some bilingual schools in Latin America where English is mandatory and where
more than half of the curriculum is taught in English. These schools follow what is known as a
hard CLIL, where students' parents are aware of the importance of acquiring English for their
children’s future jobs, to emigrate to English speaking countries, or because due to
globalization, English is considered the Lingua Franca. In these institutions, CLIL fits in well
with the prescriptions of the curriculum designs, both for primary and secondary education.
Through primary education, learners are encouraged to develop their knowledge and
understanding of the world, while developing their ability to use language as an instrument to
investigate, analyze and describe the world, and at the same time, linking different subject
areas across the primary curriculum.
Unfortunately this situation is not the same in public schools where the education is mostly just
the opposite of CLIL, and where content and language are approached as two different
subjects. We see a huge contrast here, while some can be exposed from 10 to 15 or more
hours of English in a week, others just barely see it. As we can see in the following image, the
Colombian National English Program 2015-2025, students have only 3 hours of English each
week.
Ministerio de Educación Nacional y la firma McKinsey & Co (2014)

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On the other hand, CLIL requires a large degree of language exposure. The Common
European Framework (CEF) asserts that a language proficiency level is attained after one
thousand hours or more of independent work and exposure to the target language. Our
contextual characteristics and educational systems are not ready yet for such a challenge.
Several important changes in educational systems are needed in order to implement more
hours of exposure to the foreign language and change the traditional philosophy of teaching.
Although, there are some countries where the governments are more worried about the
preservation of native language that learning foreign ones.
We consider that a significant goal must be to be able to involve private and public schools
with the CLIL innovative approach, shared by several private schools and universities, by
means of seminars. San Ignacio De Loyola University from Peru for example, is holding a
CLIL seminar every year, usually in June and for a very low cost. Teachers from all around the
country can register and so far, these seminars have shown very favorable outcomes by
helping those with fewer opportunities to improve their CLIL skills. Many of editorials offers
free training with native speaking teachers to the schools that are using their books. The
same is happening in Colombia with the “Quinta Versión de Simposio CLIL” from Universidad
de La Sabana, although this one is not that affordable for the majority of teachers.
Another issue seen in CLIL is the “backsliding theory” which suggests that through this
approach, students learn the concepts more superficially than they would do in L1. Although
some students will feel so, Dr. Kari Smith(2005) explains this problem writing that it is the only
way to “to transform an unnatural way of learning a language into the natural way of acquiring
languages.” having in mind the lack of exposure to the foreign language in daily life of our
students.
There are some opponents who show preoccupation about native culture and CLIL: whether
all the contents should be learned in the L1. Some studies seem to confirm this preoccupation.
The first is a longitudinal study (Marsh, Hau, and Kong, 2000) that evaluated the effects on
teaching in CLIL in Hong Kong, and the results showed negative effects on the learning of
subjects (mathematics, science, geography and history). The second study (Yip, Tsang and
Cheung, 2003) came to the same conclusions. Although this might be true, Johnson (1997)
analyzed the situation in Hong Kong and concluded that there are some possible reasons for
these negative effects: a lack of competence amongst teachers, incorrect teacher input, and
the fact that the studies were made on the students who had started CLIL in high school,
reflecting a late immersion problem, since it does not function as well as early immersion.

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It is important to highlight that Content is the first word in CLIL and this is because curriculum
content is reached through the language learning. There are several opportunities to connect
culture to content, in this way building an intercultural knowledge and understanding,
developing intercultural communication skills and at the same time, contributing with
opportunities to study content through diverse perspectives. Teaching mathematics involves
students in making estimations and hypothesis to then prove whether these are correct or not.
Therefore, Math teachers need to be informed about the language the students need to use
through these operations and make the hypothesis to then support their answers. Regarding
the inquiry if students are getting enough model from their non native teachers, it is important
to mention that if a native speaker speaks at a full speed, and uses colloquialisms, slang, or
cultural referencing, could lead to a lot of difficulties for CLIL students. Nevertheless, it is
important to stand out that CLIL still needs a great amount of clarification in order to be
converted into the ultimate solution for teaching additional languages.
Last but not least, we thought about the difficulty in getting the materials needed in subject
teaching. Some teachers see it as very complicated, claiming that it is too time consuming.
Nonetheless, in our opinion, globalization and Internet help in this area. Even when there are
no CLIL books available in the bookstores, it is not hard getting them online. Creating special
materials is easier to do nowadays than it was just a few years ago.
Taking all the above into account, we believe that our educational system is not ready for the
changes yet. The world is facing a fast technological development where the new technologies
have a great impact on our teaching practise. Languages are also in continuous change and
as a repercussion; teaching practise needs to evolve as well. As stated by Marsh (2014) ‘...the
role of teachers in CLIL is to “re-position their teaching philosophy according to the new
demands... and could become the conductors of the orchestra with the new language
framework.”
Conclusions
We believe that CLIL is a tremendous tool to boost English learning in a more natural
environment, in which students interact with and through the target language in a way, similar
to L1 acquisition. It enables to teach languages better since it offers an opportunity to teach
significant content through relevant language, while at the same time, stretching learners’
knowledge and offering more exposure to the target language opportunities. The integration of

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English as a medium of instruction should go along with an adoption of language-sensitive
methodologies.
To develop a CLIL program can be overwhelming and confusing at the same time, however it
is a very intuitive way to teach and learn. As all educational approaches, it requires
preparation and dedication. It involves careful planning according to the different contexts and
current times, understanding the local linguistic, sociocultural and political particularities. There
are many considerations when implementing CLIL; language teachers need to get prepared to
develop knowledge in the content, in the target language and in the best practise of
integrating teaching and learning practise. However, it has proved to be highly rewarding to be
taught. It improves methodology, since lessons need to be well prepared and developed step
by step. It also enables educators to reach a high quality collaborative work, to develop
creativity and to explore diverse opportunities.
Having analyzed the Latin America context, we can see that it is not ready yet to standardize
CLIL as a common group approach since it still has to overcome some important obstacles, as
the amount of CLIL English exposure hours, as well as the insufficiency of teachers' training
and materials. Putting CLIL into practise demands a great amount of effort in the domain of
teacher training, and nowadays this is an issue that still has a lot to be addressed. We
consider that is could be an approach for the future if, quoting Marsh (2014), the teachers “re-
position their teaching philosophy according to the new demands”.

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Bibliography
● Ball, P. (2013). Content and Language Integrated Learning: FUNIBER.
● Funiber, 2013. Reading 5.6 (2). Adding language without taking away. guardian.co.uk
Guardian News and Media Limited 2011
● JALO M. , PEREZ C., CLIL: the approach for the future?, [online] Available at
http://www.puertasabiertas.fahce.unlp.edu.ar/numeros/numero-10/clil-the-approach-for-
the-future [retrieved March 20th, 2016]
● COSTA F.,COLEMAN F. Integrating Content and Language in Higher Education in
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[retrieved March 20th, 2016]
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http://www.eumed.net/rev/tlatemoani/09/mamc.html [retrieved March 20th, 2016]
● BRUTON A. Is CLIL so beneficial, or just selective? Re-evaluating some of the
research [online] Available at http://www.unifg.it/sites/default/files/allegatiparagrafo/20-
01-2014/bruton_is_clil_so_beneficial_or_just_selective.pdf [retrieved March 22nd,
2016]
● PEREZ, M. & DOLORES, M. (2009). CLIL Programmes in Primary Education. The
Case of Madrid. [online]. Available at http://ddd.uab.cat/record/59904. [retrieved: 25th
March 2016]
● AMADO, A. (2012). The design of content & Language integrated learning (CLIL)
course for the interwoven development of content communication cognition & culture.
[online].Available at
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uence=1 [retrieved: March 24th, 2016]
● CROSS, R & GEARON, M. (2013). Research and Evaluation of the content and
Language Integrated Learning (CLIL) Approach to Teaching and Learning Languages
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clil/156604.article [retrieved: March 25th, 2016]

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● Estudio milclases: Latinoamérica es la región con menor dominio del Idioma Inglés.
[online]. Available at http://www.milclases.com/cl/Blog/11/Estudio-Latinoamerica-es-la-
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