CLIL Methodology Overview

Study Notes

CLIL methodology combines content and language learning.
CLIL lessons are not just subject lessons taught in a foreign language, nor are they language lessons.
The approach focuses equally on content and language.
A successful CLIL lesson combines content, communication, cognition, and culture, following a four-stage framework.

Teachers should use subject-specific vocabulary.
Teachers should understand the subject matter and its academic content.
Teachers need to check student understanding and correct pronunciation of subject-specific vocabulary.
Teachers need to use appropriate classroom language.
Subject teachers and language teachers need to be confident in their methodology, selecting materials, planning, and assessing.

Coyle's 4Cs model is used. It involves considering content, communication, cognition, and culture.
Content: Focuses on the subject topic.
Communication: Determines relevant science language for students.
Cognition: Addresses thinking skills needed for the lesson.
Culture: Focuses on how culture might impact the lesson.
Language learning in CLIL depends on the subject.
In CLIL, all four language skills (listening, reading, speaking and writing) are combined.
CLIL lessons involve incorporating reading and listening texts/passages.
Language is functional and is determined by the subject context.
Language is approached lexically, not grammatically.

Three types exist: Immersion, CLIL, and Submersion.
Immersion: The target language is used for all subjects with less emphasis on target language instruction.
CLIL: Content and languages are woven together.
Submersion: The majority language is used for instruction.

David Marsh, born in Australia, educated in the UK, and now works in Finland is the founder of CLIL.
He has experience in teacher development, research, and consultancy across various countries (Africa, Europe, and Asia).
He remains active in issues pertaining to CLIL.

The CLIL Pyramid, Meyer (2010) framework illustrates a three-stage process.
Topic Selection leads to Choice of Media and then Task Design.
The model includes considerations like cognition, communication, outputs, scaffolding, and quality input materials.
This model combines input, tasks, and output, emphasizing higher-order thinking and cross-cultural communication.