Introduction to CLIL Methodology

An educational approach where subjects are taught through a non-native language, aiming to develop both language skills and content knowledge.

An educational approach where a foreign language is used as a tool to learn a non-language subject, with both language and content playing key roles.

The practice of learners being immersed in a non-native language (often the other official language) for all subjects.

Immersing students in the dominant language of the society, aiming to develop skills needed for the curriculum and daily life.

Key principles of CLIL focusing on Communication, Collaboration, Content, Cognition, Culture.

An action-oriented, task-based and student-centered approach where language practice and specific content delivery are combined. CLIL fosters both foreign language and intercultural competence.

CLIL aims at enabling learners to acquire knowledge in the target language, master language skills in both native and target language, understand and appreciate both cultures, and develop cognitive and social skills.

An educational approach where subject content (like science or history) is taught through a foreign language. It aims to enhance both language proficiency and content knowledge simultaneously.

CLIL is NOT about simplifying content or re-teaching known material in a new language. It involves genuine integration of language and content for successful learning of both.

The term 'CLIL' was coined in 1994 by David Marsh, a leading figure in the field.

CLIL is practiced in various countries around the world, including the Netherlands, Slovakia, Germany, Finland, Hungary, Czech Republic, and Poland.

David Marsh, the creator of the CLIL concept, has extensive experience in teacher development, research, and consultancy in numerous countries.

Successful CLIL implementation requires careful consideration of factors such as the level of language proficiency, the complexity of the content, and the learning objectives.

Teaching in a foreign language alone does not constitute CLIL. CLIL requires genuine integration of content and language for effective learning.

The area of knowledge or skills being taught in a CLIL lesson. It incorporates the progression of knowledge, skills, and understanding related to specific elements of a defined curriculum.

Using language as a tool to learn, while simultaneously learning to use the language itself. This involves active participation in meaningful communication and fostering collaboration.

This refers to developing thinking skills, linking concept formation (both abstract and concrete), understanding, and language. It involves critical thinking, problem-solving, and analytical skills.

Incorporates exposure to alternative perspectives, cultural nuances, and shared understandings. It deepens awareness of otherness and self. This promotes intercultural understanding, empathy, and appreciation of diversity.

Designing lessons that are focused on developing learner competences. It incorporates 21st-century life skills such as collaboration, critical thinking, and problem-solving, as well as intercultural communicative competence (ICC).

A framework for planning CLIL lessons, focusing on four key elements: Content, Communication, Cognition, and Culture (Community/Citizenship).

A subject teacher needs to be confident in their subject knowledge, able to present and explain concepts clearly, check the pronunciation of subject-specific vocabulary, and use appropriate classroom language.

A language teacher needs to be confident in their EL level, able to explain scientific concepts and applications, answer questions about science concepts, and widen their knowledge of science vocabulary and pronunciation.

Both subject and language teachers need to be confident in their methodology, material selection, planning, and assessment skills.

CLIL is based on theories that emphasize the interconnectedness of language and learning, the importance of active engagement in authentic communication, and the development of critical thinking skills.

A teaching approach that focuses primarily on subject content while using the target language to deliver instruction. Students learn the subject matter while also learning the language.

An approach where content from any subject can be used in a language class, emphasizing both the subject and language learning. Unlike Hard CLIL, it uses language teaching as the foundational goal.

An immersion approach where the academic and social medium is entirely conducted in the target language. This is a strong form of CLIL where the subject content takes priority.

A teaching method that uses foreign language classes to incorporate more content than typical language programs, leveraging subject-based materials to improve language skills. It prioritizes language learning and uses content as a tool.

It refers to the broader linguistic aims that a language teacher brings to the classroom, focusing on improving language skills rather than deep content knowledge. It's more flexible and less strict than Hard CLIL.

The theory that emphasizes how learners can achieve more with support than they could independently, focusing on the gap between what a learner can do on their own and what they can do with help.

This theory emphasizes active learning, where learners construct knowledge through hands-on experiences and real-world applications.

This theory suggests that language learning occurs through exposure to comprehensible input, meaning language that is slightly above the learner's current level.

This approach focuses on teaching language through meaningful communication in real-world contexts, utilizing activities that emphasize using language for authentic purposes.

This approach focuses on learning language content through the subject matter itself, integrating the language with the content.

This theory emphasizes managing the cognitive load imposed on learners, ensuring content and language challenges are balanced to avoid overwhelming students.

This framework focuses on the different levels of cognitive thinking skills, including remembering, understanding, applying, analyzing, evaluating, and creating.

This theory emphasizes the importance of social interaction in learning, suggesting that learning is a shared and collaborative process.

A method used to support learners as they acquire new skills, providing temporary assistance and gradually withdrawing it as learners become more proficient.

This approach integrates subject matter learning with language acquisition, encouraging students to learn content and language simultaneously.