Introduction To CLIL

1. IntroductiontoCLIL...............................................................................................................
2
1.1. OriginandestablishmentinEurope..............................................................................2
1.1.1. CLIL:Basicconcepts...............................................................................................2
1.1.2. ContentbasedlearninginEurope........................................................................6
1.1.3. WhoistheCLILteacher?.......................................................................................9
1.2. CLILinSpain.................................................................................................................11
1.2.1.CLILExperienceswithintheStateEducationalSystem.............................................13
1.3. Integratedcurriculum.................................................................................................14
1.3.1.Advantages................................................................................................................18
1.3.2.Context......................................................................................................................19
1.3.3.Learningtheory.........................................................................................................21
1.4. Glossary.......................................................................................................................24

I.IntroductiontoCLIL
2
1. Introduction to CLIL

1.1. Origin and establishment in Europe
1.1.1. CLIL: Basic concepts
The first question that naturally arises when first reading this
acronym is: What is CLIL? Content and Language Integrated
Learning (CLIL) is an approach or a method which integrates content
and non-native language. Its main characteristic is that it focuses on
the acquisition of language-independent concepts and skills alongside
an additional language. In CLIL, language learning is as important as
content acquisition. Content from academic disciplines other than
foreign languages is taught at the same time as the target language.
For example, music, maths or social sciences are taught through the
target language using language-supportive methodologies. Therefore,
CLIL aims to introduce students the contents in the traditional
curriculum subjects using the foreign language as the medium of
communication. This can be done by the English teacher using cross-
curricular content or the subject teacher using English as the
language of instruction. Both methods result in the simultaneous
learning of content and English. Such an approach is bidirectional
since students will learn a subject such as history through the
medium of a foreign language, while, at the same time, they will
learn a foreign language by studying a content-based subject: it aims
at the simultaneous development of content knowledge and language
skills.

Contentbased
subject
Foreign
language
Learning
Introduccin a AICLE (Introduction to CLIL)
Daniela Cecic
Terence Albert Whitnel
Mara Esther Rodriguez Gil
3
David Marsh (University of Jyvskyl, Finland, 1994) coined the term
CLIL: 'CLIL 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.' Later, the European Network of Administrators,
Researchers, and Practitioners, EuroCLIC, adopted the term Content
and Language Integrated Learning (CLIL) as a generic umbrella term
which would encompass any activity in which a foreign language is
used as a tool in the learning of a non-language subject in which both
language and the subject have a joint curricular role.
In English Language Teaching (ELT), forms of CLIL have previously
been known as 'Content-based instruction' (CBI), 'English across the
curriculum' and 'Bilingual education'. This kind of education is often
associated with the genesis of language immersion education
programmes in Canada in the 1960s. The first experimental
kindergarten immersion class was set up in September 1965 at St.
Lambert school district with a view at making Canadian children
competent in both languages throughout the curriculum including the
French/English languages.
1
There are four core integrated
components of CLIL (also called CLIL pillars), known as the 4Cs:

1
FurtherinformationonthegenesisofbilingualeducationprogrammesinCanadaat
http://www.unavarra.es/tel2l/eng/canada.htm
Content
Communication
Cognition
Culture(CitizenshiporCommunity)
4
CLIL is often delivered through a form of naturalistic situation (i.e.

non-instructed learning) that allows for implicit and incidental
learning. One of the success factors of CLIL is that learning the target
language is an unconscious process where the language itself is only
one part of a form of dual-focused education which takes place
through authentic, meaningful and significant communication with
others. Besides, successful language acquisition depends on the
amount and quality of input. But not all input becomes intake. If
there is limited intake then there will be equally limited opportunities
for output or the realization of productive language skills. CLIL allows
both large exposures to both input, so intake is more likely to occur,
and to output. By focusing on Cognition (thinking skills: analysing,
summarizing, hypothesising), CLIL aims at increasing Students
talking time, and reducing Teachers talking time. To achieve this,
specific methodologies are developed, tested and implemented. Using
a foreign language as a vehicular language requires methods,
teaching styles and strategies which are neither in the traditional
repertoires of foreign language teachers and not in the repertoires of
non-language subject teaching which further emphasises the
innovativeness and distinct methodological qualities of types of CLIL.
There are three CLIL models:
Soft CLIL the topic is a part of the language
ELT course curriculum
(Language led course)
Hard CLIL some schools teach half of the
curriculum immersed in a target
language
(Content led)
Mid CLIL some schools teach some CLIL
modules, where a subject is
taught for a limited amount of
hours (for example 20 hours)
(Partial immersion)

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There are several considerations that need to be clear when referring
to CLIL:
CLILL is not CLIL is
Backdoor language teaching
Additional subject teaching
'Dumbing down' of subject
content
Threatening subject specialism
Elitist for more able students
only
Foreign teachers
Teaching what students
already know
Dual-focussed on subject and
language development
Integration of content and
language
Flexible: dependent on context
Naturalistic learning
Thinking skills
Communicative situations in
class
Cultural mediation

These specificities make a difference between Foreign language
teaching and subject teaching in FL when compared:
Key
Features
Foreign language (FL)
teaching
Subject
teaching in FL
(CLIL)
Conventional FL
teaching
Content-based
language
teaching
Priority in
planning
Language Language Subject
Taught by:
Language or
class
teacher
Language or
class
teacher
Class
teacher
Assessed
as:
Language Language Subject
Viewed as:
Language
teaching
Language
teaching
Subject teaching
Materials Language Language/subject Subject
Syllabus
Language
syllabus:
general purposes
Language
syllabus:
CALP
Content syllabus
and
CALP
Methodology FLT methodology
Language-
supportive
teaching
Language-
supportive
subject-teaching
desirable
6
1.1.2. Contentbased learning in Europe

CLIL and other types of content-based learning have been in the root
of foreign/second language teaching in Europe. Chronologically,
countries with several official languages such as Belgium (the
German-speaking Community), Luxembourg and Malta or with one or
more regional or minority languages have generally been the first to
introduce CLIL type provision in these target languages. Luxembourg
and Malta, in which CLIL is general practice, introduced it as early as
the 19th century. Several countries that offer CLIL provision in
regional and/or minority languages, namely Germany, Hungary, the
Netherlands, Poland, Slovenia, Slovakia and the United Kingdom
(Wales) introduced it at the end of the 1940s or in the 1950s
(Eurydice 2006: 14). The Figure below illustrates the status of CLIL
provision in Europe in 2004/2005.

A core reason why the term CLIL was increasingly adopted through
the 1990s was that it placed both language and non-language
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content on a form of continuum, without implying preference for one
or the other. It was thus inclusive in explaining how a variety of
methods could be used to give language and non-language subject
matter a joint curricular role in the domain of mainstream education,
pre-schooling and adult lifelong education. In the late 1990s, usage
of the term soared as can be seen from publication references and
internet site usage.
The rationale behind the support in the European Institutions is:
that students should be given opportunities to learn subject
matter or content effectively through the medium of a European
language which would not be considered as the usual language
for subject instruction in their regular curriculum.
that students should be given opportunities to use language/s
in a variety of settings and contexts in order to enable them to
operate successfully in a plurilingual and pluricultural Europe.
that young people need support in developing specific and
appropriate inter-cultural as well as linguistic knowledge skills
and strategies, in order to function as autonomous mobile
European citizens.
The CLIL approach was theoretically justified in the European Council
because:
Traditional methods for teaching second languages often
disassociate learning from cognitive or academic development
Language is learned most effectively for communication in
meaningful, purposeful, social and academic contexts
Integration of language and content provides a substantive
basis for language teaching and learning: content can provide a
motivational and cognitive basis for language learning since it is
interesting and of some value to the learner
The language of different subject areas is characterized by
specific genres or registers which may be a prerequisite of
specific content or to academic development in general
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There is no optimal starting age for CLIL, it depends on the situation.

Early introduction to low exposure types is now increasingly under
discussion as advantageous. What is important is that any experience
of early language learning be largely 'naturalistic'. In Europe, CLIL is
especially common in Primary and Secondary Education and less
frequent at the tertiary level, though it is now popular throughout
Europe at all levels of education. In the majority of countries, CLIL
provision is offered at primary, lower secondary and upper secondary
levels of education. Several countries, namely Belgium (the French
and German-speaking Communities), Spain, Italy, Latvia, Poland (in
the case of minority languages), Finland, the United Kingdom (Wales,
Northern Ireland and Scotland) and Romania (in the case of minority
languages) also organise activities in another language from pre-
primary level onwards (Eurydice 2006: 19).
There are few differences between primary and secondary education
as regards the subjects taught in the CLIL target language. CLIL
programs focus on specific subjects or activities. This applies above
all to secondary education in which teaching in the target language is
primarily concerned with science subjects or those in the field of
social sciences in 12 European countries. In half of these countries
(Latvia, Malta, the Netherlands, Finland, Sweden and Bulgaria),
provision of this kind also covers artistic subjects or physical
education.
In primary education, science, creative, sports or environmental
activities are most frequently taught in the CLIL target language in
most European countries. For instance, in Malta, where all schools
offer bilingual education (in English and Maltese) from primary level
onwards, teaching in the target language (English) focuses mainly on
the science subjects (Eurydice 2006: 24). At secondary level, the
most frequently cited subjects for pilot projects are the sciences and
social sciences (Eurydice 2006: 38).

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1.1.3. Who is the CLIL teacher?

Teachers
working with
CLIL are not
necessarily
traditional
language
teachers but
specialists in
their own
discipline.
These
teachers have
the ability to teach one or more subjects in the curriculum in a
language other than the usual language of instruction and thereby
teach that language itself. Language fluency alone is not sufficient for
effective CLIL teaching. It is not necessary to assume that teachers
should have native speaker or near-native speaker competence for all
forms of delivery. But it is necessary that teachers can handle CLIL
methodologically in terms of language and non-language content and
application, through use of optimal linguistic target language skills.
Though the requirements may vary from country to country, there
some common requirements for CLIL teachers. They are specialists in
one or more non-language subjects or have two areas of
specialization, one in a language subject and the other in a non-
language subject. If non-language subject teachers, they are required
to have a high competence of the target language (at least a level B2
or B2+ of the Council of Europe Common European Framework of
Reference for Languages)
2
, to be bilingual or native speakers. Non-
native speakers should possess a special qualification or certificate
that would testify to language competence and skills. Besides, initial
or in-service training is organised for teachers to acquire all those
skills of the teaching principles and methodology peculiar to CLIL.
2TheCouncilofEuropeCommonEuropeanFrameworkofReferenceforLanguagescontainsasixlevel
scale(A1,A2,B1,B2,C1andC2)providingforadescriptionofcompetencelevelsinlanguages.
10
Besides these general requirements, there are some 'idealised

competencies' required of a CLIL teacher who would teach cognitively
demanding subjects extensively through the target language (from
Marsh 2002: 79-80):

BASIS OF COMPETENCY SPECIFIC COMPETENCY REQUIRED
Language/
communication
Sufficient target language knowledge and
pragmatic skill for the CLIL type followed,
so as to be a producer of comprehensible
input for learners
Sufficient knowledge of the language used by
the majority of learners
Fluency in an additional language, which may
be the CLIL target language or some other
(e.g. one of particular relevance to target
language native-speaker teachers as regards
their personal additional-language learning
experience)
Theory Comprehension of the differences and
similarities between the concepts of
language learning and language acquisition
Methodology Ability to identify linguistic difficulties (e.g. with
language construction rules) resulting from
first/other languages interference, or subject
conceptualization
Ability to exploit methodologies which
enhance the use of socially and message-
oriented language, thus providing optimal
opportunities for learner communication
through employing enriched communication
strategies
Ability to use communication/interaction
methods that facilitate the understanding of
meaning
Ability to identify linguistic difficulties (e.g. with
language construction rules) resulting from
first/other languages interfence, or subject
conceptualization
Ability to use strategies (e.g. echoing,
modeling, extension, repetition) for correction
and for modeling good language usage
Ability to identify and use dual-focused
activities which simultaneously cater for
language and subject aspects
The learning
environment
Ability to use different classroom settings in
order to provide acquisition-rich learning
environments
Ability to work with learners of diverse
linguistic/cultural backgrounds
Ability to devise strategies, such as those for
learning languages, where learning is
enhanced by peer interaction and according
to principles of learner autonomy
Knowledge of the potential of information and
communication technology on CLIL learning
environments
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Materials development Ability to adapt and exploit materials in
consideration of semantic (conceptual)
features of structure, as well as textual,
syntactic and vocabulary features
Ability to select complementary materials on a
given topic from different media and utilize
these in an integrated framework
Interdisciplinary approaches Ability to identify the conceptual relations
between different subjects with a view to
making learning interlinked, relevant, easier
and effective
Ability to identify conceptual/semantic
relations between the different languages
active in the environment
Ability to realise a Socratic philosophy which
encourages learners to develop self-
confidence and a thirst for learning
Assessment Ability to develop and implement evaluation
and assessment tools which complement the
CLIL type implemented
The methodologies and approaches used in class are not determined
by language learning needs but are often linked to the subject area
with the content leading the activities. As the focus does not lie
primarily on teaching the L2, the CLIL teacher needs to be more
flexible than a language teacher in an EFL/ESL context. For instance,
a CLIL teacher should be flexible and tolerant when considering the
use of code switching from L2 to L1, while explaining and repeating.
This strategy should be taken into account not only when we refer to
translations, but mainly to check understanding.
1.2. CLIL in Spain
The foreign language teaching situation in
Spain is currently under change due to the
new proposals included in the new
Education Law for Primary and Secondary
Education established in the mid 90's.
Among the most important changes are the
advancement of the starting age for a
foreign language to Primary Education, that
is, from the age of 11 to the age of 8, and
the proposal of adopting a content-based
approach within the foreign language
subject.
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Although there exists a legal that provides and assures the right to
education at national level (Spanish Constitution (1978), the Organic
Act on the Right to Education (LODE, 1978) and the Organic Law of
Education 2/2006, 3rd May (Ley Orgnica de Educacin LOE 2006),
the 17 autonomous regions plus the autonomous cities of Ceuta and
Melilla regulate the adaptation of this Law to their territories. In other
words, the autonomous regions have the power to administer the
educational system within each region, which favours as many
models as regions (Lasagabaster and Ruiz de Zarobe 2010: ix).
The different models vary significantly from one region to another,
but can be divided into two main contexts (Lasagabaster and Ruiz de
Zarobe 2010: x):
Monolingual communities, where Spanish is the official
language. In these communities, education is partly done in
Spanish and also in one or two foreign languages, when CLIL is
implemented.
Bilingual communities, where Spanish is the official language
together with another co-official regional language, namely
Basque, Catalan, Galician and Valencian, both of which are
mandatory at non-university levels. In these communities,
education is undertaken in both co-official languages, plus in
one or two foreign languages, when CLIL comes into force.
The body responsible for funding or managing them is generally the
Ministry of Education or a regional education authority. There are
agreements between Spain and the United Kingdom for the
establishment of bilingual organisational arrangements (1996). The
number of schools involved in CLIL projects varies widely. In our
country, CLIL is consolidating as a trend in the autonomous education
systems, which are rapidly attempting to conform to the new
demands of our globalised society.
In Spain, there are some benefits for those teachers involved in CLIL
programs, like extra time to prepare and coordinate lessons is
allocated to teachers in European sections in the Autonomous
Communities of Galicia and the Balearic Islands, and the bilingual
centres of Navarra. Salary increases are awarded to teachers in the
bilingual centres of the Autonomous Community of Madrid (Eurydice
2006: 49).
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1.2.1. CLIL Experiences within the State Educational System
InfantSchool(35)intheStateEducationalSystem
Compulsory education starts at the age of six in Spain, yet infant
state-run schools start from the age of three. Although English is
introduced at the age of eight by law, a few state-run schools start
teaching English earlier.
The teachers of infant school are Primary teachers, who - as a result
of their training programme - can be either infant specialists or
foreign language specialists, but not both. (Other specialities for
Primary teachers include Music, Physical Education, Handicrafts, etc.)
The Ministry of Education has recently signed an agreement with the
British Council in Spain in order to have a British native speaker in 43
schools for infants ranging from 3 to 5 (see www.clic.net/bulletin5).

CompulsoryPrimarySchool(612)intheStateEducationalSystem
English is the most frequently chosen (first) foreign language in
Primary Education. The foreign language is introduced at the age of
eight (3rd grade) by law. There is a strong tradition in our country to
teach the foreign language to children following approaches very
closely related to content-based teaching such as topic-centred units,
and an increasing implementation of task-based teaching. Primary
teachers tend to integrate subjects rather than divide their teaching
in isolated subjects. Therefore, most of the teaching taking place at
Primary Education can be best described as holistic, integrative and
interdisciplinary. Primary teachers, however, do not tend to use the
foreign language extensively in class as the means of communication.
There are various project-based initiatives being conducted in the
Spanish primary schools. In the Basque country up to 30 % of the
public primary schools offer smallscale CLIL in English within a
framework of trilingual education. In Catalonia, project ORATOR
1999-2004 has developed CLIL/EMILE in 8 schools involving some
650 students. The LINGUAPAX project involves 5 schools and some
300 students. The total number of students experiencing trilingual
education in Catalonia is about 5,500. Finally, there is the
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MECD/British Council project in Madrid which started in 1996 and now

involves teaching through English in 42 mainstream schools and
some 10,800 pupils (Marsh 2002: 90).

CompulsorySecondarySchool(1216)intheStateEducationalSystem
At Secondary school foreign languages are usually taught by
specialists who have a five- (now four-) year University degree in the
foreign language, in which most subjects have been taught in the
target language (a very long CLIL tradition at some Universities), plus
a one-year degree in foreign language teaching methodology.
In secondary schools in Spain, small-scale initiatives vary from region
to region. Many of the privately-funded secondary schools offer CLIL,
mainly through English. For example, there are estimated to be some
15-20 schools offering trilingual education in Catalonia alone.
Between 1998-1999 a large pilot experiment involving 260 Catalan
schools (and some 52,000 students) was started whereby English
was taught using an inter-disciplinary content-based approach (Marsh
2002: 92).

1.3. Integrated curriculum
Whatisacurriculum?
a) A curriculum outlines an educational programme. Curricula list the
contents of a programme which the learners are expected to learn within a
fixed period of time. Content is sequenced in the curriculum, i.e. built
according to different parameters depending on desired learning outcomes
and existing learner competences.
b) A curriculum is seen also as a source of innovation by education
authorities and/or higher education providers. New subjects or fields can be
introduced; already existing content can be renewed as well as the aims
and methodological specifications.
c) A curriculum is a tool for planning and carrying out teaching-learning
process. A detailed curriculum helps teachers, for example, to plan, prepare
and carry out a sequence of learning. An educationally done curriculum is
fundamental for constructing modules and designing courses.
d) A curriculum is an instrument to assess teaching and learning. Curricula
also serve as terms of reference for the individual teacher to evaluate and
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improve his/her own teaching, and for students and parents to evaluate
student betterment and to guide them in planning for improved learning.
Whatisanintegratedcurriculum?
An Integrated curriculum is organized in such a way that it cuts across
subject-matter lines, bringing together various aspects of the curriculum
into meaningful association to focus upon broader areas of study
(Shoemaker, quoted in Lake 1994)

'[] the individual does not keep these languages and cultures in
strictly separated mental compartments, but rather builds up a
COMMUNICATIVE COMPETENCE to which all knowledge and
experience of language contributes and in which languages
interrelate and interact.' (CEFR, 2001: 4)

CLIL means teaching subjects apart from languages also through the target
Language, the following subjects: Art, Citizenship, Classics, Design,
Technology, Economics, Environmental Studies, Geography, History,
Information and Communication Technology (ICT), Literacy, Maths, Music,
Physical Education (PE), Philosophy, Politics, Religious Education (RE),
Science and Social Science.
The CLIL approach to the curriculum is inclusive and flexible. It consists of a
variety of teaching approaches and curriculum models and can be adapted
to the age, skills, needs and interests of the learners. CLIL is suitable for all
learners and can be developed at different levels of complexity for different
sectors. The approach is appropriate for primary and secondary schools and
further and higher education.
In the school curriculum the emphasis is on the integration of learning
meaning the links between subjects and the importance of subjects in
enabling children to access new meanings and develop generic thinking
abilities. Within the languages curriculum the focus has moved away from
the omnipresent topic to the acquisition of language through meanings that
matter to learners. All of this favours the integration of content and
language, of meaning and form. Content and Language Integrated Learning
depicts a pedagogic method in which language and subject area content are
learnt in combination. The generic term CLIL describes any learning activity
where language is used as a tool to develop new learning from a subject
area or theme.
16
Promoting language learning and linguistic diversity / An action plan 2004

2006, European Commission:

Content and language integrated learning in which pupils learn a
subject through the medium of a foreign language, has a major
contribution to make
to the Unions language learning goals. It can provide effective opportunities
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 instruction in general education.

The descriptors below are produced following the European Commission
format as a support for teachers in making the case for CLIL within the
curriculum:
Content
CLIL provides learning contexts which are relevant to the needs and
interests of learners
CLIL supports the integration of language into the broader curriculum
CLIL can be explicitly linked to literacy, forming conceptual and linguistic
bridges across the curriculum. This should involve first and second language
learning and EAL.
Cognition
CLIL promotes learner progression in both language skills and knowledge
construction
CLIL helps to redefine the curriculum, sharpening the focus on the
interconnections between cognition and communication between language
development and thinking skills
CLIL accelerates creativity in taking independent control of language
using; a process leading to refining thinking and applying skills.
Communication
CLIL involves using language in the here and now to construct new
knowledge and skills
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CLIL offers direct opportunities to learn through language and to make
meanings that matter
CLIL offers genuine opportunities to interact face to face and through the
use of new technologies e.g. internet, video-conferencing, international
projects.
Culture
CLIL is particularly relevant in classrooms where learners bring diverse
language and cultural experiences
CLIL is an appropriate vehicle for exploring the links between language
and cultural identity, examining behaviours, attitudes and values
CLIL involves contexts and content which enrich the learners
understanding of their own culture and those of others
CLIL strengthens intercultural understanding and promotes global
citizenship.
In developing the rationale for introducing CLIL into the curriculum we
should take into account the benefits to teachers and learners in relation to
four specific dimensions:

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1.3.1. Advantages
CLIL introduces a wider cultural context, and prepares the school and its
participant for the internationalisation. It gives access to International
Certification and enhances the school profile. CLIL improves overall and
specific language competence and prepares for future studies and/or
working life. It develops multilingual interests and attitudes and diversifies
approaches and forms of classroom teaching and learning by increasing the
learner motivation.
Advantagesforlearners
For learners, CLIL is different from traditional learning. It is more interesting
and more motivating. It gives opportunities to use a new language for
learning new knowledge but in different ways from conventional grammar-
based lessons. There is also good use of time since both subject area
content and the target language are being learned together. It relates
different segments of the curriculum and enables learners to transfer
knowledge and abilities across subjects. Some learners claim that CLIL
helps them concentrate more in class, building their confidence, widening
their skill base and making them feel 'ahead of the game' in terms of life
skills. Where CLIL is integrated with a range of technologies it connects
classes with other learners on a global scale through communicating in a
shared language or languages. It can also bring alive the global agenda and
promote communication and understanding across cultures. CLIL
contributes to personal and cultural development, preparing learners for
international citizenship. In addition, research shows that learners become
more sensitive to vocabulary and ideas presented in their first language as
well as in the target language and they gain more extensive and varied
vocabulary. In the target language, learners reach proficiency levels in all
four skills of listening, speaking, reading and writing. In Secondary schools,
research indicates that, 'CLIL leads to better English proficiency, that it has
no negative effect on L1 proficiency, nor on the pupils' subject.
Advantagesforteachers
For teachers, CLIL supports teamwork, so becoming a CLIL teacher means
sharing responsibility for teaching and learning across subjects and
developing a broader perspective on curriculum design. CLIL aims to
combine language using with new learning. It stimulates classroom practice
and offers creative opportunities for interpreting the new curriculum
according to the needs of individual schools and learners. Teachers 'own'
CLIL initiatives, which can be challenging and motivating. Some teachers
find that CLIL raises their expectations and 'elevates' subjects across the
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school. CLIL provides a springboard for developing language and thinking
skills which learners want and need to use for learning and for life.
1.3.2. Context
In CLIL there ought to be a combination of methodologies about language
and discipline learning, so that the subject is methodologically integrated in
the curriculum. Meanwhile, it should take into account the social interaction
important for language learning.
CLIL practice depends on the context and there is no particular CLIL
pedagogy. The responsibility of the learning process in no longer focused
only on the teacher; it is not even shared by teachers and learners. It
affects many members, for example this figure shows the relationship
between stakeholders in CLIL program in Higher education:

(Source: http://www.icpj.eu/?id=23)

It is important to take into account that to implement CLIL there must be a
positive social environment. The CLIL project has to be valued and known
by current and former students, employers, institutions and teacher who do
not participate in the project. Therefore, the project or CLIL program has to
be well presented to all of them in order to be socially accepted. It has to be
designed and tailored according to each institution. Having a coordinator is
essential; this person can gather the information from the external and the
internal participants in the project. Once the coordinator has the necessary
data then s/he can establish objectives, the timing, the resources, the
materials etc. Moreover, the very same person should be responsible for the
20
follow up and for the assessment as well as for the final evaluation of the
project.
The direct participants are teacher and students. They need information and
can be given a role in the project. In the CLIL environment, it can be
language or subject teachers. In order to do this successfully a needs
analysis needs to be done.
Needsanalysisforteachers
First of all, teachers should be provided with the support and training.
Needs analysis can be carried out by the means of interview,
questionnaires, test, and class observation. The decision of the teachers
profile has to do with learning objectives decided in a specific context.
These aims are the following:
learning content through a foreign language
learning a foreign language through a specific content
learning both content and language having the same importance
In CLIL programmes both the language and the content are equally
meaningful, therefore more strategies to support understanding and
learning have to be included. The outcome of a complete needs analysis
discovers teacher's needs and wants as a basis for their on going training.

Needsanalysisforstudents
Regarding the student's needs it is essential to take into account the
following characteristics:
Content: what students need to learn
Method: how they can learn
Language: a means to learn
The students should be observed before the course beginning regarding
general foreign language level and specific discourse of the discipline. It can
be done by doing interviews or tests. Another interesting aspect could be to
assess motivation of both students and teachers about the CLIL
implementation.

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1.3.3. Learning theory
One of the most influential theories on second language acquisition, which
has also influenced rationales for CLIL, is Stephen D. Krashen's monitor
model. It was developed in the late '70s as the first 'comprehensive theory'
of SLA influencing teaching considerably and promoted a natural approach
towards language learning. According to him, language acquisition requires
an extensive comprehensible input. This input focuses on language meaning
rather than form, the monitor hypothesis seems to have designated CLIL as
the ideal method for language learning.
The monitor model consists of five hypotheses. These hypotheses not only
give an explanation of second language acquisition, but also constitute a
basis for language teaching which follows a natural approach. The basic
premise of Krashen is that foreign and second languages can be learned like
the mother tongue and that teaching should consequently copy first
language acquisition.
Theacquisitionlearninghypothesis
Language teaching needs to support acquisition. For this reason, formal
grammar teaching must be reduced. It obstructs acquisition and only works
with those who are good learners. Communicative situations need to be
emphasised in teaching because only they allow for acquisition, acquisition
being possible for everyone.
Themonitorhypothesis
Krashen claims that consciously learned knowledge can only be used as an
editor or a monitor. This monitor can improve performance by
supplementing knowledge that has not yet been acquired provided there is
enough time and the rules are known. He is very critical of it since many
people tend to overuse the monitor at the expense of communicative
fluency, while others underuse it.
Thenaturalorderhypothesis
Krashen has claimed that both children and adults acquire language in a
predictable and fixed order. Through an innate language acquisition the
second language acquisition in children and adults follows the same
principles as first language acquisition. This situation only occurs in monitor
free communicative contexts.

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Theinputhypothesis
Children develop language knowledge by being exposed to comprehensible
input which they process automatically and naturally with their language
acquisition device, the same happens to adults. Therefore, the amount of
exposure to comprehensible target language input and the level of language
proficiency are positively correlated. Krashen draws the conclusion that
language teaching needs to provide extensive amounts of comprehensible
input, especially if the target language is not spoken outside school.
Theaffectivefilterhypothesis
Affective variables can play a decisive role in the process of acquisition. If
there is a lack of motivation or of confidence and if negative emotional
states such as anxiety predominate, this causes a mental barrier.
Consequently, teaching not only has to provide an extensive diet of
comprehensible input but it also has to ensure a positive learning
atmosphere which keeps the affective barrier low.

CLIL provides a perfect and authentic environment for language learning
since students acquire the foreign language in a natural way. It offers a
wide range of opportunities for constructing target language considerably.
By being a language of instruction the target language turns into a relevant
issue for students. CLIL has much to offer for language learning as well as
for cognitive development.
Learners who feel confident in communicating in two or more languages
develop a clear sense of self-worth. Thanks to CLIL method they explore
and investigate ideas and concepts and develop a spirit of enquiry, which
contributes to openness and an international outlook. Therefore, CLIL can
make a significant contribution to learners' personal and cultural
development as well as promoting progression in language learning and
use.
In class some principles should be established:
language is used to learn as well as to communicate
the subject matter determines the language that the students need to
learn

The best and the most common opportunities happen through reading
texts, CLIL emphasises on the lexical approach and it encourages learners
Daniela Cecic
23
to notice language while they are reading. The best texts are always
accompanied with illustrations and structural markers that help students to
grasp the content. Nevertheless, all 4 skills should be used:
listening as an input by teachers and students themselves, essential for
language learning
speaking should be fluency based
writing as an lexical activity where the grammar is subordinated

CLIL enables learners to obtain a very high level of competence in the
foreign language. Nevertheless, some areas of the target language do not
seem to develop as well as others, these are:
grammar competence (Swain 1985: 245)
discourse competence (which is affected by the problems with grammar)
(Swain 1985: 245)
interpersonal communication skills (Tarone & Swain 1995: 168).

24
1.4. Glossary

CALP
Cognitive Academic Language
Proficiency: the language
development for studying curricular
subjects. In other words, CALP
refers to the language of academic
learning.
CBI
Content Based Instruction: Non-
native speakers, often from minority
language groups, learning a non-
native language to enable them to
integrate into mainstream classes.
Clil Content and Language Integrated
Learning: an approach in which a
foreign language is used as a tool in
the learning of a non-language
subject in which both language and
the subject have a joint role.
CLIL exposure The percentage of CLIL teaching in a
curriculum
Low = 5-15%
Medium = 15-50%
High = 50%+
Code switching

Using first language and the target
language together while
communicating.
Cognition/ cognitive skills
Skills needed for academic study:
reasoning, information-processing,
enquiry, creative thinking and
evaluating.
Competences
The knowledge, skills and attitudes
for learning across the curriculum.
Competences include:
communicative, linguistic, artistic,
digital, mathematical and social.

Comprehensible input

A hypothesis that learners will
acquire language best when they
are given the appropriate input. The
input should be easy enough that
they can understand it, but just
beyond their level of competence. If
the learner is at level i, then input
should come at level i+1.
Comprehensible input is an essential
component in Stephen Krashen's
Daniela Cecic
25
Input Hypothesis, where regulated
input will lead to acquisition so long
as the input is challenging, yet easy
enough to understand without
conscious effort at learning.
Content
Curricular subjects apart from
languages can be taught through
the target language.
These include: Art, Citizenship,
Classics, Design Technology,
Economics, Environmental Studies,
Geography, History, Information
Computer Technology (ICT),
Literacy, Maths, Music, Physical
Education (PE) Philosophy, Politics,
Religious Education (RE) Science,
Social Science.
Content-based learning

Teaching language through content
in areas such as math, science, and
social studies. Language is no
longer the main focus, but instead
language is picked up while focusing
on other regular content. This type
of teaching is especially popular in
ESL settings.
Creative thinking skills
Enable learners to:
Generate ideas
Develop ideas
Imagine or hypothesise
Apply imagination
Looking for innovative solutions
Think of alternative outcomes
Cross-curricular content
Denoting or relating to an approach
to a topic that includes contributions
from several different disciplines and
viewpoints
Culture
In CLIL also citizenship and
community. Learners in CLIL are
encouraged to think of themselves
as part of a larger group in society
and to respect how others live and
learn. Responsibility to self, others
and the environment is developed
Curriculum
The subjects which make up an
educational programme.
ELT English Language Teaching
Enquiry skills
Enable learners to:
Ask relevant questions
26
Define problems
Plan what to do and how to
research
Predict outcomes
Anticipate consequences
Test conclusions
Improve ideas
Evaluation skills
Enable learners to:
Judge the value of what they
hear, say, read, write and do
Develop evaluation criteria for
judging the value of their own
and others' work or ideas
Apply evaluation criteria
Have confidence in their
judgments
Make recommendations
Hard CLIL
A type of partial immersion when
almost half the curriculum or more
is taught in a non-native language.
Holistic teaching

In an holistic approach to teaching,
a teacher is not only concerned with
educating their students but also the
entire development and welfare of
their students. A teacher must be
aware of the individual needs and
interests of each student including
the social, personal, cultural, moral,
physical and intellectual dimensions
of a childs development.
Immersion programmes where most or all of
subject content is taught through a
second language.
Common to all models of immersion
are key factors: intensity, time and
exposure. Immersion programmes
are described as early (pre-school or
start of education at 5- 6), delayed
(8- 14 years old) or late (14+ and
adults)
Information-processing skills
Enable learners to:
Find and collect relevant
information
Organise information
Sort / classify / sequence
information
Compare / contrast information
Identify and analyse relationships
Represent or communicate
information
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27

Input
According to Stephen Krashen the
only way we can acquire language is
by receiving comprehensible input.
That is, we have to receive input
that is just beyond our competence
but not beyond our understanding.
In-service training

Education for teachers to help them
develop their skills in a specific
discipline or occupation. In-service
training takes place after an
individual begins work
responsibilities.
L2

An abbreviation for second
language, or a language that is not
the mother tongue. Sometimes, it is
used to refer to speakers who are
speaking a second language. Often
contrasted with L1.
Language acquisition Picking up a language through
meaningful conversation the way
children pick up languages. There is
no study of forms and grammar.
Acquisition is contrasted to learning
a language through conscious study
of forms. In Krashen's acquisition-
learning hypothesis, acquisition is
far superior to learning because it is
language that is acquired that is
available for fluent, rapid, and
natural speech. Acquisition will occur
when a learner is exposed to
meaningful, comprehensible input.
Language learning Learning involves a conscious study
of the form of language. According
to Krashen, learning will not lead to
rapid, fluent, natural speech.
Learning skills
These skills can be artistic, cultural,
linguistic, mathematical, scientific,
social, interpersonal and
intrapersonal. They involve knowing
about different ways to learn and
knowing how to develop learner
autonomy. They can be applied
across the curriculum.
Medium of instruction Language used as medium for
28
school learning.
Naturalistic learning Non instructed learning
Output The realization of productive
language skills
Output appears to play an important
role, and among other things, can
help provide learners with feedback,
make them concentrate on the form
of what they are saying, and help
them to automatize their language
knowledge
Partial immersion
Usually 50-60% of curriculum
subjects taught in target language
Reasoning skills
Enable learners to:
Give reasons for opinions /
actions
Infer from observations, facts,
experience
Make conclusions
Argue or explain a point of view
Make informed judgments /
decisions from evidence
Use precise language to explain
what they think
Explain cause and effect

Soft CLIL
Teaching topics from the curriculum
as part of a language course. See
hard CLIL
Syllabus
This describes the curricular
subjects to be covered during a
course and the order in which they
will be taught.
Target language
The CLIL language
Task-based teaching Teaching/learning a language by
using language to accomplish open-
ended tasks. Learners are given a
problem or objective to accomplish,
but are left with some freedom in
approaching this problem or
objective.
The 4Cs
Content, communication, cognition
and culture (Coyle, 1999). These are
interrelated components of CLIL.
Culture is also linked to citizenship
and community
Thinking skills

Interrelated, generally "higher-
order" cognitive skills that enable
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human beings to comprehend
experiences and information, apply
knowledge, express complex
concepts, make decisions, criticize
and revise unsuitable constructs,
and solve problems -- used
frequently for a cognitive approach
to learning that views explicit
"thinking skills" at the teachable
level.

Introduction To CLIL

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Introduction To CLIL

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1. IntroductiontoCLIL...............................................................................................................

CLIL is often delivered through a form of naturalistic situation (i.e.

1.1.2. Contentbased learning in Europe

There is no optimal starting age for CLIL, it depends on the situation.

Besides these general requirements, there are some 'idealised

MECD/British Council project in Madrid which started in 1996 and now

Promoting language learning and linguistic diversity / An action plan 2004

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