Five of the best CLIL resources online - CLIL Media In the posts on this website I usually share my opinion on CLIL as well as share some ideas of others. This time however, I would like to share CLIL resources that I think are really worth your time and can be used to advance both your knowledge of CLIL as well as help you with ideas for your lessons. 1. Peter Sansom is a Dutch Art and Design CLIL teacher who shares his lesson ideas on his blog. 2. CLIL and Drama, a perfect combination according to this website. Do you teach drama? 3. As CLIL has become a world wide phenomenon, a lot of research has been done to study its effects and results. If you are interested in more information regarding the research into CLIL, this is your place to be. 4. Combining CLIL and ICT was a theme of CLIL Magazine not long ago, and this website has taken this to the next level. 5. Not a CLIL website per sé, but a great website to be inspired by a variety of activities. Ever in need of ideas? Conclusion I hope you like this compilation of CLIL resources.
What is CLIL? Defining CLIL Content and Language Integrated Learning is an umbrella term which encompasses any activity in which a foreign language is used as a tool in the learning of a nonlanguage subject, where both language and subject have a joint role (Marsh 2002:58).The adoption of a specific term was a move towards defining more clearly the nature of CLIL midst a plethora of related approaches such as content-based instruction, immersion, bilingual education and so on. Whilst CLIL shares certain aspects of learning and teaching with these, in essence it operates along a continuum of the foreign language and the non-language content without specifying the importance of one over another. In the CLIL Compendium there are 5 dimensions based on issues relating to culture, environment, language content and learning. CLIL Dimensions and Focuses 1. A. 2. A. 3. A. 4. A. 5. A. Derived: Marsh & Langé, Using Languages to Learn and Learning to Use Languages. Low - about 5-15% of teaching time
Zona CLIL | Metodología y Recursos CLIL/AICLE EMILE Latin American Journal of Content & Language Integrated Learning LACLIL is a no-fee, open-access, peer-reviewed journal focused on CLIL (Content and Language Integrated Learning), multilingualism, interculturalism, and CALL, throughout Latin America and around the world. Indexed in: DOAJ, Linguistics Abstracts Online, Google Scholars, MLA Bibliography - Language, Linguistics and Literature, Open J-Gate, Directory of Research Journals Indexing, EBSCO, ProQuest, e-revist@s, Publindex Category C Article: What is CLIL? By Phil Ball Despite the self-explanatory nature of the phrase 'Content and Language Integrated Learning', the true nature of CLIL still remains elusive. This introductory article (of four) briefly analyses a series of broadly-accepted definitions of CLIL as a way of highlighting its most significant characteristics. What is CLIL? Well, that's a good question. CLIL is an acronym, and as such it tends to attract people's attention. If you teach EMI (English as a Medium of Instruction), LAC (Language Across the Curriculum), CBI (Content-based Instruction) or CBLT (Content-based Language Teaching; if you work in Bilingual Education; if you're a subject teacher working through the medium of a foreign language, or a language teacher bringing in content into your English lesson, you work within the area of Content and Language Integrated Learning. From Ancient Rome to the Internet The acronym itself is a good one, because it is largely self-explanatory. From abstract to concrete 1. 2. 3. 4. 5.
CLIL Teachers´ Web Guide | An Internet guide of interactive resources for CLIL teachers published by Carmen Mellado Álvarez How to design a great CLIL activity A lot has been written about CLIL activities. The very good book “CLIL Activities” by Liz Dale and Rosie Tanner, but also “CLIL Skills” and “The TKT Course CLIL Module” are very interesting reads if you want to find inspiration for your own CLIL activity. However, I still hear teachers say they think CLIL is a lot of work. They say they don’t want to ‘change their entire lesson’. They ‘don’t have time‘. I think this is nonsense. Key aspects of a CLIL activity Before I show you how to prepare for a CLIL activity, let me tell you what I think should be included in every CLIL activity: A subject topic and learning goal In other words: What will your students know or be able to do when the activity is finished? A language goal Obviously. An active learning component Every student should be participating and has to have a certain level of responsibility. If you cover these three aspects, you have yourself a CLIL activity! Preparing a CLIL activity So how do you prepare? Inspiration And please share!
Clilstore - Teaching units for content and language integrated learning First visit to Clilstore? Clilstore, like virtually all other interactive sites, needs to use cookies to work properly. Got it If this message persists when you click “Got it”, then your browser must be refusing cookies, or have Javascript disabled. Clilstore is a well-behaved, responsible website. Teaching unitsfor Content and Language Integrated Learning HelpAbout Clilstore Select the language you are learning and then your level to see the available units. Level AllBasicA1A2B1B2C1C2Advanced A new website is available at clilstore.eu with a new user interface and the same data Disclaimer: The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Article: Skills for CLIL In this article John Clegg outlines the language and learning skills which a learner learning a subject through the medium of English as a second language (L2) requires. 1. Introduction What I want to do in this article is outline the language and learning skills which a learner learning a subject through the medium of English as a second language (L2) will need. This learner is typically learning the whole of the subject in English for some years or throughout schooling. 2. Learners working in a L2 need three kinds of language and learning skills: basic L2 skills, academic L2 skills and metacognitive skills for learning a subject in L2. 2.1 Basic language skills Learners learning in a L2 obviously need to possess basic language skills. 2.2 Academic language skills But learners of subjects in L2 have to do things with the language which conventional foreign language learners don't have to do. Listening Take listening. Reading Let's turn to reading. Writing Talking Finally they have to talk. 3.
CLIL: A lesson framework Underlying principles Classroom principles Lesson framework Conclusion Underlying principles The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation. While CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe, the literature suggests that there remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching. The theory may be solid, but questions remain about how theory translates into classroom practice.