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CLIL

Content and Language


Integrated Learning

Surya Prakash

Common Questions
What is CLIL?
How does CLIL benefit learners?
What are the underlying principles of
CLIL?
Whats different about CLIL lessons?
How do I become a CLIL teacher?
Are there any available resources?
Where can I find out more?

Surya Prakash

What is CLIL?

CLIL refers to 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.
Derived from the notion of Language
Across the Curriculum
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Why CLIL?

Successful language learning can be achieved when


people have the opportunity to receive instruction,
and at the same time experience real-life situations in
which they can acquire the language.
What CLIL can offer to learners of any age, is a more
natural situation for language development which
builds on other forms of learning. This natural use of
language can boost a learners motivation towards
learning languages. It is this naturalness which
appears to be one of the major platforms for CLILs
importance and success in relation to both language
and other subject learning.

Surya Prakash

Research Foundations

It takes 5-7 years for students in a quality bilingual


program to become academically proficient in English.
Language acquisition is not a linear process; it is cyclical
and recursive.
Learners acquire best when they create, discover and
construct their own meanings.
Language is a means not an end, and when learners are
interested in a topic, they will be motivated to acquire
language to communicate.
Semantic fluency precedes grammatical accuracy and
errors are a natural part of language learning.
Learners develop fluency in English by using English to
communicate for a variety of purposes.
Reading is essential for developing academic English
skills.
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CLIL Dimensions
3. The Language Dimension

1. The Culture Dimension

A. Improve overall target language competence

A. Build intercultural knowledge &


understanding
B. Develop intercultural
communication skills
C. Learn about specific neighbouring
countries/regions and/or minority
groups
D. Introduce the wider cultural
context

2. The Environment Dimension

A. Prepare for internationalisation,


specifically EU integration
B. Access International Certification
C. Enhance school profile

B. Develop oral communication skills


C. Deepen awareness of both mother tongue

and target language


D. Develop plurilingual interests and attitudes
E. Introduce a target language

4. The Content Dimension


A. Provide opportunities to study content through

different perspectives
B. Access subject-specific target language terminology
C. Prepare for future studies and/or working life

5. The Learning Dimension


A. Complement individual learning strategies
B. Diversify methods & forms of classroom practice
C. Increase learner motivation

Surya Prakash

CLIL Principles

CONTENT

Progression in knowledge, skills and understanding


related to specific elements of a defined curriculum.

COMMUNICATION

Using language to learn - whilst learning to use


language.

COGNITION

Developing thinking skills which link concept


formation, understanding and language

CULTURE

Exposure to alternative perspectives and shared


understandings.
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A University Perspective

CLIL encourages students and faculty to view their studies in a global


context and to venture beyond their own cultural and linguistic borders
in order to gain additional perspectives and additional knowledge.

CLIL bridges existing curricular and disciplinary boundaries, creating


a more integrated learning environment and energizing the disciplines
in new ways.

By integrating the use of multiple languages into disciplines across the


curriculum, CLIL reinforces the centrality of language study at all
levels of education.

CLIL challenges faculty, students, and administrators to place a higher


value on the language proficiency of bilingual students and faculty.

CLIL expands the number of graduates who are able to carry out work
in their major area of study in more than one language and has the
potential to create a larger workforce of bilingual and multilingual
professionals.
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A CLIL Lesson - Content

Text

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A CLIL Lesson Language

Aim: to identify, locate and describe the functions of a range of plant and human organs

Identifying/naming
This is a/the
That is a
Thats the
This is called a/the
It comes from a
Its from a
The structure is called the
The are called .
At the top of the there is a (adj) part called
the .
Together, the and the are called the .
Describing appearance/structure
It looks like
Its got/hasnt got
It has/doesnt have
All have , a , and .
The are the often highly (adj) parts which
(function verb).
They are (adj) and are attached to the .
The are arranged in a ring around the
centre of the ...

and is divided into two parts.


The top of the is called the .
The .. is attached to the bottom of the .. by a
A long tube grows out of the , this is the ..
Describing location
It is found in the of the
The are found at the base of the .
They are (adj.) and are attached to the .
The are arranged in a ring around the centre of
the .
The is found in the centre of the ,
The .. is attached to the bottom of the .. by a
They are inside the .
Describing function
The is the part which
The is where is carried out
The is used for -ing
The has the role of -ing
The carries out the function of -ing
The has a -ing role
The is a
The s job is to
It does the -ing

They consist of a ..with a .. shape at the


end.
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and is shaped rather like a .

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CLIL Teachers
are bilingual / plurilingual and know about:

CLIL contexts around the


world
Identifying the core language
of a subject
The language of thinking
CLIL task design
Providing language support
Teaching vocabulary in CLIL
Developing listening in CLIL
Working with texts and
words
Teaching subject-specific
writing
Speaking and CLIL

Drama and music


Classroom language
Error correction
Peer observation watching
teachers teach CLIL
CLIL lesson planning
Assessment in CLIL
ICT
Project work
Classroom presentations
Learning strategies
School policy, administration
and management in CLIL
Networks and resources

Surya Prakash

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TIE-CLIL Project
(Translanguage in Europe)

The TIE-CLIL project (funded through Socrates)


promotes plurilingualism through the introduction
of Content and Language Integrated Learning in
five different EU languages (English, French,
German, Italian, Spanish). The major aim of TIECLIL is to provide pre- and in-service development
programmes in CLIL for language teachers and
subject teachers through building on existing
knowledge of this field, to provide state-of-the-art
understanding of theory and practice.
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Materials

Visions is XXXXXs newest four-level language


development program that supports students from the
newcomer level through transition into mainstream
classrooms. By incorporating literature with content,
students are taught, and have ample practice with, the
skills they need to meet grade-level standards while
being introduced to the academic language needed for
school success!
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Materials - Characteristics

Four levels: Newcomer (Basic), Beginning (A),


Intermediate (B), Advanced/Transition (C)
Basic level for non-schooled and low-beginning
students provides systematic language development
as well as literacy instruction
Staff development video is designed for easy program
access
High-interest literature and content-based readings
motivate students
Scaffolding throughout all four books. 3-pronged
approach: Introduce, Practice, Assess
Writing activities reinforce and recycle strategic skills
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Further Information
The CLIL Compendium
www.clilcompendium.com
Euroclic
www.euroclic.net
Translanguage in Europe
www.tieclil.org
UK National Centre for languages
www.cilt.org.uk
NILE
www.nile-elt.com
FACT
www.factworld.info/uk

Surya Prakash

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