3 core elements clil

Content and Language
Integrated Learning:
Methodological Orientations
for a Better Practice

(Core elements of CLIL)

Dr. Javier Barbero Andrés
Dr. Jesús Ángel González López
Dpto. de Filología

Why CLIL?
 Social and historical
requirements.
 Institutional requirements (a
new University ahead…)
 Scientific requirements
(English as a lingua franca)

DEFINITION
CLIL is a dual-focused teaching
and learning approach in which
the L1 and an additional language
or two are used for promoting
both content mastery and
language acquisition to pre-
defined levels
(Peeter Mehisto)

TYPES OF CLIL

SoftCLIL.
Hard CLIL.

WHAT SHOULD WE DO IN CLASS?

We only teach the language that the
students need for the content of the lesson –
and this may be PHRASES and words rather
than complete grammar patterns.

THE 4 Cs of CLIL =
CONTENT + COMMUNICATION +
COGNITION + CULTURE

REQUIREMENTS
•Teachers need a good level of the
language.
•Teacher training required.
•Group working (students AND
teachers)
•Methodology (especially
assessment and testing) has to be
coherent with CLIL teaching.

TYPES OF LANGUAGE
•BICS
(Basic Interpersonal Communication
Skills)
•CALP
(Cognitive Academic Language
Proficiency)
•Content Obligatory Language
(related to subject)
•Content-compatible language
(related to both subject and everyday
English)

GRAMMAR AND CLIL
(just a few examples…)

Present Continuous
(Chemistry / Physics)
Present Simple (Music /
Geography)
Passive Voice (History /
Science)
Past Tenses (History)

LANGUAGE FOR A PURPOSE
(FUNCTIONS AND TASKS REQUIRED…)
Giving opinions.
Describing processes.
Agreeing and disagreeing.
Punctuation conventions.
Defining.
Generalizing.
Explaining, demonstrating,
identifying…
Hypothesizing,
experiments…
Timelines.
Visual organizers.

GENRE AND CLIL
 CLIL genres are things like
encyclopaedia entries,
letters, poems, reports,
scientific descriptions, oral
presentations, newspaper
articles, discursive essays,
etc.

A particular genre requires a
register (formality +
adaptation to subject) + a
particular layout + coherence.

HELPING STUDENTS
TO UNDERSTAND AND PRODUCE
GENRE FEATURES

 What is the purpose of the text?
 Where does it come from?
 How is the subject / name of the entry presented?
 How are the subjects´s dates given (and where)?
 What information is given in the first paragraph?
 What order are the events in the entry presented in?
 What time adverbials are used?
 How and why are brackets (or whatever) used in…?

Visual organisers I

 Bar chart (shows frequency or quantity)
 Cycle (shows a typical sequence of events)
 Word map (shows how things and categories of
things relate to each other)
 Line graph (shows how things are developing)
 Pie chart (shows relative proportions)
 Storyboards (show sequence of events)
 Venn diagrams (show similarities and differences)

Visual organisers II
 Tree diagrams (show hierarchical relationships)
 Quadrant (shows how things can be identified in two
ways)
 T-chart (divides things into two categories)
 Carroll diagrams (grouping things in a kind of yes/no
way)
 Table (categorizing and summarizing information)
 Cause and effect (process) diagrams (show how
certain effects happen)
 Flow diagrams (show processes and the order in
which they happen)
 Binary key (divides information into yes/no questions)

CLIL RESOURCES
 Encyclopedias, dictionaries, coursebooks, stories,
content-specific books…
 Materials such as paper, cardboard, pens, glue
and scissors, models, charts, displays, realia…
 Texts, illustrations, visual organizers, audio and
video…
 IWB
 The key is to use a range of different resources to
explain particular concepts.
 The internet, apps, CD, DVD, research…

THE TEACHER´S
RESPONSABILITIES

 Enhancing cooperation.
 Pairwork, groupwork, scaffolding, support and feedback.
 Activating students´ prior knowledge.
 L1 is welcome if there´s a particular content which is not
understood (communication blocking)
 Students need “wait time” as answers cannot be
delivered instantly (they´re facing complex tasks)

PROBLEMS?

1. Teachers’ level of L2. Language specialists or content
specialists?
2. Coherent system. Extensive exposure to L2.
3. Material production
4. Methodology: how do you teach students who lack
language knowledge?
5. Assessment : how do you assess students who don’t
know enough about the language? Do you penalize
them for language mistakes?
6. Money: All of this costs a lot of money

THE HUNGARIAN CASE: ISOLATION

.

THE HUNGARIAN SOLUTION

1.Teachers’ level of L2.
Language specialists or content specialists?

They demand two degrees. They offer ongoing
training at University level. Teachers involved in
CLIL programs receive a 15% bonus

2. Coherent system. Extensive exposure to L2
 Primary Education:
5 hours a week in L2 classes + 3 CLIL subjects. The subjects vary
according to the year (1st year: Music, Drawing, Physical Education;
8th year: History, Science and English Culture)
 Secondary Education:
Preparatory year (for students not coming from a bilingual program):
20 hours a week to L2. The rest (10 hours): Preparatory CLIL
Regular Secondary: 5 hours a week in L2, 3 subjects minimum of
CLIL subjects
 Minimum Requirements for a school to use the term
“Bilingual”:
30 % of CLIL subjects and a high number of CLIL teachers with
double qualification. Classes split in two in CLIL classes.


3. Material production

Still open, hard work for the teachers, but getting
better every year…


4. Methodology: how do you teach students
who lack language knowledge?

An extension of methodology used in language classes:
- Communicative approach
- Active participation of students
- Variable size of groups
- Student-centered activities
- Emphasis on lexis


5. Assessment : how do you assess students
who don’t know enough about the
language? Do you penalize them for
language mistakes?

Still open. Priority of content over language. No
demonization of L1 (the system is so complete
that this doesn’t jeopardize the results).


6. Money: All of this costs a lot of money

It is expensive. But the results
are excellent (B2 after primary,
C1 after secondary)

Public and free, but segregated.

Our Project:
Development of
Guides and
Resources for CLIL
at University
-Bibliography and Reviews
-Interviews with Secondary
School CLIL Teachers in
Cantabria
-Methodological Decalogue
-Lesson Plans

Qualitative Research.
The Long Interview. The method can take us into the
mental world of the individual:
•to glimpse the categories and
logic by which he or she sees
the world.
•to see the content and pattern
of daily experience.
•to step into the mind of
another person,
•to see and experience the
world as they do themselves
(Grant McCracken)

1. Priority: content on foreign language and

Methodological communication guaranteed.

orientation 2. Scaffolding.

decalogue 3. Lexical corpus for every subject.
4. Repeating and consolidating, different
formats are suggested.
5. ICT-based activities are recomendable.
6. Teacher as mediator and facilitator.
7. Flexible pair and group work.
8. Assessment is essential (content
assessment over language assessment)
9. Varied assessment instruments (self-
assessment and peer assessment
techniques)
10. Planning is required to be flexible.

Six Language Skills (Dale,1. Activate prior Tanner)
Van der Es and knowledge
2. Provide Lesson Input
3. Guide understanding
4. Encourage speaking
5. Encourage writing
6. Evaluate learning and
give feedback

3 core elements clil

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