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. See our short and simple privacy policy. 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.
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. Each of these includes a number of focus points realized differently according to 3 major factors: age-range of learners, socio-linguistic environment, and degree of exposure to CLIL. 1.
Thinking skills for CLIL By Jean Brewster In the first of a new series of study skills for CLIL, Jean Brewster takes the very topical subject of thinking skills and looks at how CLIL teaching embraces many of the thinking skills principles and how this benefits the learner. In CLIL lessons the cognitive challenges of language learning are great; much of the content lies outside children's direct experience and is often more abstract. For example, in science lessons learners may struggle to describe and compare the properties of materials, may find it impossible to hypothesize about why particular materials are used for particular purposes. They may be able to write up the procedural part of a report after testing materials but not how to write conclusions. By being taught specific thinking skills and the associated language, learners are better equipped to deal with the complex academic and cognitive demands of learning school subjects in a foreign language. Typical language and thinking in tasks September 2009
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. Classroom principles Some of the basic principles of CLIL are that in the CLIL classroom:
CLIL: A lesson framework Underlying principlesClassroom principlesLesson frameworkConclusion Underlying principlesThe 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. Classroom principlesSome of the basic principles of CLIL are that in the CLIL classroom:
Curso CLIL What is CLIL? CLIL: Content and Language Integrated Learning. AICLE: Aprendizaje Integrado de Contenidos (no lingüísticos) y Lengua Extranjera The main focus is in the integration of two types of learning. ___________________ ¹ Marsh, D (Ed) (2002) CLIL/EMILE - The European Dimension: Actions, Trends and Foresight Potential. Index CLIL versus other methods Traditional approaches (grammar-translation, communicative, functional-notional, total physical response): learning English in Spanish.CBI (content-based instruction): learning English as a foreign language (EFL) by studying other subjects in English.TBLT (task-based language teaching): learning English through projects and group work.Immersion method: learning English as a second language (ESL) IN English (in an English-speaking country).CLIL: learning content THROUGH English AND learning English by learning other subjects in English. Why use CLIL? What is CLIL like? Other characteristics of CLIL Comprehensible input The Four C's Index
Explaining BICS and CALP Basic Interpersonal Communication Skills Experts such as Jim Cummins differentiate between social and academic language acquisition. Basic Interpersonal Communication Skills (BICS) are language skills needed in social situations. It is the day-to-day language needed to interact socially with other people. English language learners (ELLs) employ BIC skills when they are on the playground, in the lunch room,on the school bus, at parties, playing sports and talking on the telephone. Social interactions are usually context embedded. Problems arise when teachers and administrators think that a child is proficient in a language when they demonstrate good social English. Cognitive Academic Language Proficiency CALP refers to formal academic learning. Academic language acquisition isn't just the understanding of content area vocabulary. The language also becomes more cognitively demanding.
CLIL – a difficult challenge? | CLILingmesoftly CLIL – a difficult challenge? David Graddol, the author of English Next, has said of CLIL: ‘there is a potentially large downside to it. In many countries they just don’t seem to be equipped to implement CLIL. When it works, it works extraordinarily well, but it is actually quite difficult to do well. Graddol, D IATEFL CLIL debate, Cardiff, Other researchers, though, have expressed concern about CLIL, suggesting, for example, that learning subjects in L1 rather than L2 produces better exam results, greater progress in subject learning, better learner self-perception and self-esteem and greater classroom participation. Spratt, Mary, The Nature of the beast, Issue 72 January 2011 • ENGLISH TEACHING professional, 6 Are these concerns justified and what exactly are the quality features of CLIL that may take countries 30 to 40 years to satisfyingly implement them? Like this: Like Loading... About erwingierlinger I am a teacher trainer at the University of Education of Upper-Austria in Austria
What is CLIL? CLIL stands for Content and Language Integrated Learning and refers to teaching subjects such as science, history and geography to students through a foreign language. Learn more here. The term CLIL was coined by David Marsh, University of Jyväskylä, Finland (1994): "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." However, CLIL teaching has been practised for many years, from the Babylonian era to the early sixties when bi-lingual education was introduced in many schools around the world. There are many ways of describing the characteristics attributed to CLIL. Find out more about CLIL in the informative article: What is CLIL?
The 4 C’s model – Do Coyle | CLILingmesoftly The lighter version CLIL is complex and context-sensitive.There are general parameters for CLIL.These are: Cognition, Culture, Content, Communication.Any particular CLIL model or methodology needs to consider the relative value/importance of the parameters above.Language as a learning tool operates in three ways: OF – FOR – THROUGH The 4Cs Framework Coyle, D. (2008). CLIL – a pedagogical approach. Working towards a cohesive conceptual tool, and influenced by the early work of Mohan and his Knowledge Framework (1986), Coyle (1999) developed the 4Cs Framework (Figure 1). 1. The language triptych Like this: Like Loading... WHAT IS CLIL? - CLIL principles CLIL stands for Content and Language Integrated Learning. It is an approach concerning languages or intercultural knowledge and understanding (Marsh, 2002); it is a meaning-focused learning method (Van de Craen, 2006) and an “umbrella” term used to talk about bilingual education situations (Gajo, 2007). According to TKT CLIL handbook (The TKT Course, CLIL module, Kay Bentley, CUP 2010) CLIL is an evolving educational approach to teaching and learning where subjects are taught through the medium of a non-native language. To me, this last definition is the most descriptive one and the one the best approaches what most of us understand by CLIL. It is increasingly important in our global, technological society, where knowledge of another language helps learners to develop skills which will be able to communicate to people around the worlds. It is a completely different learning experience compared with most foreign language teaching because content and language are taught together. My concerns:
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. 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 Five definitions of CLIL 1. 2. The next one offers a more detailed description: 3. 4. 5.