This is a summary of the main concepts in CLIL. A must-know for all CLIL teachers.

1. TEACHING IN
ENGLISH
Basic Concepts in
CLIL

2. Montse Irun - CLIL
 ‘The best teachers
are those who
equip students to
THINK for
themselves’

3. CONTENTS
 CLIL Definition
 The 4 Cs
 Assessment in CLIL
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4. CLIL Definition
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5. CLIL DEFINITION
CONTENT
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LANGUAGE
LEARNINGINTEGRATED
CONTENT

6. Montse Irun - CLIL
 Backdoor language
teaching
 Additional subject
teaching
 A way of dumbing
down the subject
content
CLIL is NOT:

7. CLIL is NOT
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 A threat to subject
specialism
 Elitist and only for
more able students
 For foreign teachers
 Teaching what
students already
know

8. CLIL is:
“CLIL is dual–focussed encompassing both subject
or thematic and language development although,
depending on the context and variables within,
there may be a predominance of one over the
other but never to exclusion.
However, it is the interpretation of the integration
of content and language in CLIL which has major
implications for and impact on the development of
CLIL pedagogies. “
Do Coyle
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9. “CLIL models are by no
means uniform. They are
elaborated at a local level to
respond to local conditions
and desires. Indeed the
characteristics of CLIL
development in Europe
show a great variety of
solutions. ... It is the
combination of the choices
with respect to the variables
that produces a particular
CLIL project.
Coonan (2003, 27)
CLIL is flexible
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10. THERE ARE
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pedagogical principles underlying CLIL
 several tools to help ensure that some of the
shared principles are observed despite CLIL’s
inherent flexibility

11. ACRONYMS
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12. ADVANTAGES & DISADVANTAGES?
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13. ADVANTAGES
 A natural way of learning a language
 Different people, different learning style
 A real way of approaching a language
 Fosters the language and thinking skills
 Social and cultural dimensions that CLIL
offers
 Its ICT potential
 Students make more cognitive effort
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14. DRAWBACKS
 Lack of linguistic competence in English
 Lack of materials
 Not all pupils feel motivated to learn a FL.
 Not all workmates and parents see a need
to foster CLIL methodology
 No clear preference for any particular
subjects
 The need for teacher training more focused
on CLIL
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15. The 4 CS
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16. Foundation: The 4 Cs
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CULTURE
(Community)
Communi
cation
CognitionContent

17. • COMMUNICATION
refers to
Language of Learning
Language for Learning
Language through
Learning
• COGNITION refers to
The process involved in
thinking. We must help the
learner to build up their
own learning.
• CONTENT refers to
the learner constructing
their own knowledge
and developing skills
• CULTURE refers to
Intercultural
awareness
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18. Montse Irun - CLIL
COGNITION
1. Remembering the
equipment, parts of the field,
rules, scoring
2. Applying the rules of the
game.
CONTENT
1. Understand the development of the game.
2. Know how to use the bat, ball and wickets.
3. Know the different parts of the pitch
4. Applying the rules
5. Playing the role of the bowler, batsmen, wicket
keeper and fielders.
COMMUNICATION
1. Language of: •ball, bat, wickets (3 stumps
+ 2 bails), wicket keeper, pitch, boundaries,
batter, bowler, score, bowl, hit, catch.
2. Language for: • Body language to
illustrate oral explanations • Language for
correcting technique mistakes • Language
for students’ interaction.
3. Language through: • Answering doubts &
questions • Analyzing situations emerging
from the exercises and games
CULTURE
To know where cricket is
practiced within the Common
Wealth and beyond. 2. To
understand why cricket is played
in those countries

19. CONTENT
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20. 1.- Content 2.- Cognition
3.-
Communication
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21. 1.- Which content?
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22. Considering content
 Which is the most appropriate content for
our CLIL setting?
 How will I select new knowledge, skills and
understanding of the topic to choose?
 What will the students learn?
 Do I have to prioritise the content to be
included?
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24. cognition
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25. 1.- Content
2.-
Cognition
3.-
Communication
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26. COGNITION
 Mental process of knowing (awareness, perception,
reasoning, & judgment).
 Thinking skills = kind of activities a learner should be
able to do.
 Thinking skills can be classified in low-order (LOTs)
and high-order thinking skills (HOTs) (Bloom)
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27.  What kind of questions must I ask in order to go
beyond “display” questions?
 Which tasks will I develop to encourage higher
order thinking – what is the language
(communication) as well as the content
implications?
 Which thinking skills, which are appropriate for the
content, will we concentrate on ?
COGNITION
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28. LEARNING PYRAMID
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30. The Jabberwocky Poem
’Twas brillig, and the slithy toves
gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.’
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31. The Jabberwocky Poem
’Twas brillig, and the slithy toves
gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.’
1.- What were the slithy toves doing in
the wabe?
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32. The Jabberwocky Poem
’Twas brillig, and the slithy toves
gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.’
2.- How would you describe the state
of the borogroves??
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33. The Jabberwocky Poem
’Twas brillig, and the slithy toves
gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.’
3.- What can you say about the
mome rath?
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34. The Jabberwocky Poem
’Twas brillig, and the slithy toves
gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.’
4.- Were the borogoves right to feel
miserable?
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35. The Jabberwocky Poem
’Twas brillig, and the slithy toves
gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.’
5.- How effective was the mome
rath’s strategy?
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36. Can learners create new products?
Can learners justify a position?
Can learners break the information into
parts and see relationships?
Can learners use the information in
another situation?
Can learners explain?
Can learners remember?
Low Order
Thinking - LOT
High Order
Thinking - HOT
BLOOM TAXONOMY OF LEARNING DOMAINS
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37. BLOOM TAXONOMY OF LEARNING DOMAINS
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38. Classification of activities
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39. COGNITION
4. List the parts of the circulatory system.
1. Tell what happened during the experiment
and explain why that happened.
6. What do these graphs in relation to the annual production
mean?
3. What is the relationship between oil production and
consumption?
2. Compare and contrast two experiments
on photosynthesis.
5. Design a lighting circuit for a greenhouse which comes on at
sunset and goes off at sunrise.
REMEMBERING
UNDERSTANDING
APPLYING
ANALYSING
EVALUATING
CREATING
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41. Communication
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42. 1.- Content 2.- Cognition
3.-
Communication
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43. Make your students use English
communicatively and effectivelyMontse Irun - CLIL

44.  There si no point in learning how to use
the verbal tenses if they don’t know how
to use them communicatively
What’s the point
of knowing when
to use a verbal
tense if it is not
used in
communication?
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45. Which language?
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CLIL is NOT simply
“translating“ content
learning from the first
language into another
language.
So, what is language
learning in CLIL?

46. Communication
Many CLIL learners have a
cognitive level higher than
their linguistic level of the
vehicular CLIL language.
So, what can we do to allow
our learners to access
language fully and use it?
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47. Communication
CLIL teachers need to
give a special support
for language, and,
therefore,
plan language carefully,
analysing what kind of
language learners will
be using.
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48. Using language
demands teachers systematically plan for, teach,
monitor and evaluate
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Language of
Language through
Language for LEARNING

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50. 3 stages: Analyse, Add & Apply
ANALYSE
 Analyse content for the language needed
 Identify key words (specialised contextualised
vocabulary)
 Identify phrases, grammatical functions for
concept formation and comprehension.
language of learning
stage 1.
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51. 3 stages: Analyse, Add & Apply
ADD
 Language experiences which enable the learner to
operate effectively in a CLIL setting (eg strategies for
reading & understanding a difficult text).
 meta-cognitive or learner strategies, classroom talk,
discussion, task demands
 scaffold e.g. through the use of language frames
language for learning
stage 2 (puts the focus on the learner)
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52. 3 stages: Analyse, Add & Apply
APPLY / ASSURE
 Emerges from the active involvement of learners
thinking and asking.
 Spontaneous language
 Captured during the learning process, then recycled
and developed later
 It cannot be predicted in advance
language through learning
stage 3.
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53. - The 3rd harmonic in the inverter output
disappears
- It’s a real of engineering.
- The ship? There would be today, but for
the controversy stirred up by Greenpeace.
- The initiative is an educational
framework for producing the next
generation of engineers.
- What is a toxic ?
- It drives me to see someone take a
data point from a 2-inch 0-10000 psig
pressure gauge as 119.547 psig when it is
calibrated in 250 psig increments
feat
voltage
she
CDIO
substance
nuts
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54. Language of learning
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55. Language of learning
Linked to the content - linked to an analysis
of content, thematic, syllabus demands -
grammar, vocabulary, structures, functions
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56. Language of learning
 Type of language (genre)?
 Content-obligatory language?
 Effective way of teaching?
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57. LANGUAGE FOR LEARNING
Let's CLIL
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58. Language for learning
Linked to the task. Classroom
language
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builds up learner
repertoire linked to
meta-cognitive skills
& talk for learning in
contexts real for the
learners
CLASS-TALK
MUMIS-ENGLISH

59. LANGUAGE THROUGH
LEARNING
Let's CLIL
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60. Language through learning
Emerging
through
language.
Unexpected
 emergent knowledge
building & skill
development,
cognitive
development
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61. Scaffolding
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62.  teaching technique that involves providing students
with the supports needed to complete a task or
facilitate their learning of new concepts.
Scaffolding
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63. Do we need to plan scaffolding?
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64. Yes!!!!
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65. Need to scaffold learning
The need of scaffolding is essential for CLIL, because CLIL
aims to guide language processing and support language
production in the same way as ELT by teaching strategies for
reading and listening and structures and lexis for spoken or
written language.
Need to provide the students with:
 Visuals; flashcards, posters, etc.
 PP presentations
 Frames
 Lists of words or sentences
 Recordings
 Showing how to do it
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66. Make language salient
Highlight the
language
to learn
for learning
through
learning
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67. Control Teacher Talk
 Use body language
 Use simple language
 Question ALL students
 Check understanding
 Signposting
 Summarise
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68. Grade tasks, not texts
 Give a reason for reading / listening to the
text
 Make them pay attention to what they
already know (key words, context,
grammatical knowledge, etc)
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69. Difficult text? On the theory of relativity
Einstein stated that the theory of relativity belongs to the class
of principle theories. As such, it employs an analytic method.
This means that the elements which comprise this theory are
not based on hypothesis but on empirical discovery. The
empirical discovery leads to understanding the general
characteristics of natural processes. Mathematical models are
then developed which separate the natural processes into
theoretical mathematical descriptions. Therefore, by analytical
means the necessary conditions that have to be satisfied are
deduced. Separate events must satisfy these conditions.
Experience should then match the conclusions.
The special theory of relativity and the general theory of
relativity are connected. As stated below, special theory of
relativity applies to all physical phenomena except gravity. The
general theory provides the law of gravitation, and its relation
to other forces of nature.
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70. Give Receptive Skills
Strategies
 Prepare the context
 Ask them to infer & predict
 Pre teach key vocabulary
 Set task in advance
 Use reading / listening techniques
explicitly
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71. Guide input Complete the
mind map by
reading the
text.
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72. Provide productive skills
strategies
 Provide models
 Highlight key words
 Use visual organisers
 Use word banks, tables or sentence
starters
 Encourage collaborative work
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73. GOOD OR BAD ENERGY?
Before you can fill in the table below, you need to consider some criteria for judging the issue of
positives and negatives. Use these Five:
(a)Ecological consequences
(b)Availability
(c)Renewability
(d)Expense
(e)Practicality
So, for example:
Looking at Hydro-Electric energy, we could work through the
criteria then try to decide whether it is a ‘Candidate
for the future’. In other words, does it have a valid future
as a source of energy?
(a)Ecological consequences?
Seems ok. Uses naturally flowing water to generate electricity. Does not cause any
pollution. Dams sometimes cause controversy because they divert rivers.
(b) Availability?
It depends on the country and its type of landscape. Mountains and rivers are needed.
(c) Renewability?
Good.
(d) Expense?
Cheap, because it uses a natural resource.
(e) Practicality? (c) Phil Ball
Support output
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74. Work in groups on other energies
Energy Advantages Disadvantages A candidate for
the future
Hidro-electric No pollution,
cheap,
abundant, …
Only in some
countries
yes
geothermical
Although hydroelectricity has some
disadvantages such as the problem of needing
mountains and rivers, it has many more
advantages such as ...
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75. Scaffolding and embedding
© Keith kelly
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Diet and disease – core content

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79. Visuals: flow charts,
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80. Visual: graphic organiser
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81. Speaking Frame (PE lesson on long
jump)
Your
Run up
Take off
Position in the air
landing
is
Too slow
Unsteady
Too early
Too late
With the wrong foot
Too high
Not high enough
On one foot
Excellent
Good
Fine
perfect
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82. Resources to create own reading /
listening scaffolding tasks
 Teacher's Pet is a toolbar for word processor for making
fun and effective worksheets in DOC or PDF format. This
resource allows you to create:
 Pair-matching puzzle (matching heads and tails)
 Paragraph breaker (sequence)
 Move selected words to the end (fill in gaps)
 Hot Potatoes enables you to create interactive Web-
based teaching exercises which can be delivered to
any Internet-connected computer equipped with a
browser.
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83. Possible sources
CD-roms
Flashcards
Flow charts
Diagrams
Graphic organisers
Maps

84. To Sum up
Let's CLIL

85. CUMMINS’ MATRIX
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86. The CLIL Matrix adapted from Cummins (1984) by Coyle et al (2010:43-44) is
a useful tool which enables the teacher to balance linguistic and cognitive
demands, generally aiming to avoid either low or high cognitive demands on
both content and language at the same time, and thus to prevent
demotivation being caused by tasks which are either too easy or too
difficult.
Cummins Matrix
High cognitive
demands
Low cognitive demands
High linguistic
demands
12
43
Low linguistic
demands
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87. CUMMINS MATRIX
High linguistic
demands
High cognitive demands
Low cognitive demands
12
43Low linguistic
demands
instilling confidence
familiar work
cooperative group work
practise the new language in different ways
new language and new content
introducing abstract concepts
whilst using visuals
recycled language
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88. CULTURE
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89. 1.- Content 2.- Cognition 3.-
Communication
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91. Authentic material
dealing with real-life habits,
traditions and reality in
other places in the world
sts can identify principles, make
comparisons, assume positions, etc
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92. Culture and language
 Different cultures
 use language differently
 formality
 express the same content in a different way
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93. MAIN ISSUES FOR
ASSESSMENT IN CLIL
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95. A debate
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96. Some issues
 What do we assess: content or language
or both?
 In what language do we assess?
 What tools can be used for assessment?
 Provided we assess in English, how can we
minimize the effect of the language in the
content assessment?
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97. Let’s reflect on these main
issues
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98. 3 BASIC ISSUES
Do we assess
content, language,
or both?
Which is more
Important?
How do we do this?
(Who assesses,
When, how)
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99. TIPS
1. Clear learning objectives, content / skills first, then
language.
2. Not everything is assessed
3. A mixture of formal/informal assessment, which is
both task-based and assignment based, is used.
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100. TIPS
4. Learners should be aware of assessment instruments
and success criteria, expressed in a student-friendly
format.
5. Content knowledge should be assessed using the
simplest form of language
6. Language should be assessed for a real purpose in
a real context – accuracy and communicative
competence / fluency.
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101. TIPS
7. If assessment is orally-based, then WAIT time is
crucial.
8. Scaffolding is not cheating. We need to assess
what students can do with support, before we
assess what they can do without it.
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