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What is CLIL?

A brief description of CLIL core components

Isaac Gonzalez

on 2 October 2013

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Transcript of What is CLIL?

Content and Language Integrated Learning
... that may concern languages; intercultural knowledge, understanding and skills; preparation for internationalisation and improvement of education itself.
meaning-focused learning method
... The aim is learning subject matter together with learning a language.
(Van de Craen)
An "umbrella" term used to talk about
billingual education situations.
An evolving
educational approach
to teaching and learning where subjects are taught through the medium of a non-native language.
(TKT:CLIL Handbook)
A brief time line
What are the benefits of CLIL?
CLIL aims to:
introduce learners to new concepts through studying the curriculum in an non-native language.
improve learners' production of the language of curricular subjects.
improve learners' performance in both curricular subjects and the target language.
increase learners' confidence in the target language and the L1.
provide materials which develop thinking skills from the start.
encourage stronger links with values of community and citizenship.
make the curricular subject the main focus of classroom materials.
Which three of these aims do you think are the most important for CLIL?
The curricular subjects taught in CLIL include art, citizenship, classics design and technology (DT), economics, environmental studies, geography, history, information and communication technology (ICT), literacy, mathematics, music, physical education (PE), philosophy, politics, religious studies (RE), science, social science and technology.
Some CLIL programmes develop cross-curricular links among different subjects. For example, learners might study the history, geography and art of a particular area. This often happens on primary schools. In all CLIL contexts, we need to analyse content for its language demands and to present content in an understandable way.
Learners have to produce subject language in both oral and written forms. We therefore need to encourage learners to participate in meaningful interaction in the classroom. CLIL aims to increase
(student talking time) and reduce
(teacher talking time). We should also encourage self-evaluation and peer and group feedback. When learners produce the target language while studying curricular subjects, they show that subject knowledge and language skills are integrated. "By using the language for learning content, communication becomes meaningful because language is a tool for communication, not an end in itself" (Pérez Vidal, 2009).
CLIL promotes cognitive or thinking skills which challenge learners. We need to develop learners' cognitive skills so they can study subjects from the curriculum. These skills include reasoning, creative thinking and evaluating. "Good CLIL practice is driven by cognition" (Mehisto, Marsh, Frigols, 2008). We also need to analyse thinking processes for their language demands and to teach learners the language they need to express their thoughts and ideas.
The role of culture, understanding ourselves and other cultures, is an important part of CLIL. "Culture is at the core of CLIL" (Coyle, 2007) Learners sometimes need to communicate in a non-native language with new arrivals who may have different home language as well as social and cultural backgrounds. Learners need knowledge of those who live in different regions or countries. CLIL gives us opportunities to introduce a wide range of cultural contexts. We want to develop learners who have positive attitudes and who become aware of the responsibilities of global as well as local citizenship. Inside the classroom, we should value different home languages. Beyond the classroom, we can make links with partnership schools and make use of the internet to communicate with learners across the world about, for example, local environmental projects.
Basic Interpersonal Communicative Skills
Cognitive Academic Language Proficiency
Look at these tasks. Which of them do you consider are more demanding.
repeating greetings
making hypotheses
justifying opinions
matching cards with words
interpreting evidence
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