Prof. Ana-Alina Ichim

Colegiul Național ”Ștefan cel Mare” Tîrgu-Neamț

Definition

CLIL stands for Content and LanguageIntegrated Learning and refers to teachingsubjects such as science, history andgeography to students through a foreignlanguage.

History www.onestopenglish.com

The term CLIL was coined by David Marsh,University of Jyväskylä, Finland (1994)

However, CLIL teaching has been practised formany years, from the Babylonian era to the early sixtieswhen bi-lingual education was introduced in manyschools around the world

The European Commission has been lookinginto the state of bilingualism and language educationsince the 1990s.

Principles There are many ways of describing the characteristics attributed to CLIL. You may already be

following and using many of its principles. If you are teaching on a programme or following amethodology listed below then CLIL is for you:

Bilingual Integration of Languages and Disciplines (BILD)Content and Language Integrated Learning (CLIL)Content and Language Integration in Primary CLIPContent-based Instruction (CBI)Content-based Language Instruction (CBLI)Content-based Language Teaching (CBLT)

English Across the Curriculum (EAC) - CDSEnglish as an Academic Language (EAL)English as a Medium of Instruction (EMI)Foreign Language Immersion Program (FLIP)Foreign Languages as a Medium of Education (FLAME)

Languages Across the Curriculum (LAC) - CDSTeaching Content Through English – technical collegesTeaching English Through Content - technical colleges

CLIL fact sheet

CLIL is an umbrella term covering adozen or more educational approaches (egimmersion, bilingual education, multilingualeducation, language showers and enrichedlanguage programmes).

What is new about CLIL? (see figure).

The many faces of CLIL

Planning CLIL lessons

To overcome the language barrier, CLILteachers need to plan their lessons to includelanguage support as well as content teaching.John Clegg explores the strategies that can beapplied in an article entitled “Planning CLILlessons”.

Teaching in L1

If you teach a subject in the firstlanguage (L1) of your learners – or in alanguage in which they are fluent – there aresome things which you normally feel you cancount on. I’ll mention two: basic languageability and academic language proficiency.

Teaching in L2Learners in CLIL programmes, however, may not

use these academic language skills easily.

So in CLIL programmes it is difficult for subjectteachers to ‘get away’ with avoiding teaching CALPexplicitly.

In CLIL programmes, the students are stilldeveloping social fluency, and will struggle to developacademic language ability alongside it.

Learners in CLIL programmes are thus learningbasic language skills, academic language skills and newsubject concepts all at the same time!

Support for learningWhat are the strategies which constitute good

teaching of subjects in L2?

1. Recognising what language problems learners will haveby acknowledging the language demands of lessons,

2. Helping learners to deal with language problems byproviding support for language and learning.

If a subject teacher can get these two things right, they canteach securely in L2!

a) The language demands of lessons

Lessons make language demands of learners, in any language: to learn successfully, you have to use a set of academic language skills. To establish what they are, the following categories are useful:

- listen to and understand teachers talking about subjects;

- talk about subjects themselves – to each other in groups and to the teacher in the plenary classroom;

- read subject textbooks, and write about subjects.

Possible problems and questions1. At what points in the lesson will I ask the class to

listen carefully to me and will they be able to do so?

2. Will I expect the learners to talk, either in pairs or groups or to respond to me in the plenary classroom?

3. Will I require the class to read about the subject at any point? And if so, will they be able to do so adequately?

4. Will the students have to write – either in class or for homework? If so, will they be able to produce the kind of text I expect?

Aimed aspects: word, sentences, text

b) Language support1. Support strategies for speaking;

2. Support strategies for listening;

3. Support strategies for reading;

4. Support strategies for writing.

MethodologyHuman Skeleton and Muscles by Keith Kelly

You can do this fun interactive integratedspeaking, reading and listening activity at anymoment. It suits the beginning of a new topic like‘Human Skeleton and Muscles’ to introduce newmaterial, or the end of a topic to revise materialalready learnt.

Example: ScienceThe Human Body - Muscles and bones

Elementary students

1. Worksheet

2. Teacher’s notes

3. Task: Identify the objectives of the lesson!

Example: GeographyRenewable Energy technologies

Highschool students

1. Worksheet – energy efficient house

2. Teacher’s notes

3. Task: How would you approach it differently?

Example: HistoryWWII

Secondary Students

1. Lesson Plan

2. Worksheets

3. Audio Support

My class

Example: LiteratureRalph Walter Emmerson

Mountain fable

Secondary students

1. Lesson Plan

2. Worksheets

3. Audio support

A different type of conclusionI, too, Sing America

By Langston Hughes

Si eu cant America

Tradus de Gabriel Butnaru, XIIUB

I, too, sing America.

I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong.

Tomorrow, I’ll be at the table When company comes. Nobody’ll dare Say to me, “Eat in the kitchen," Then.

Besides, They’ll see how beautiful I am And be ashamed—

I, too, am America.

Si eu cânt America.

Eu sunt fratele mai intunecat.Mă trimit să mănânc în bucătărie

Când vine vorba de companie,

Dar eu râd,

Și mănânc bine,

Și cresc puternic.

Mâine,

Voi fi la masă

Când vine vorba de companie.

Nimeni nu va îndrăzni

Să-mi spună,

"Mănâncă în bucătărie,"

Atunci.

În plus,

Vor vedea cât de frumos sunt

Și fi-vor rusinati

Si eu sunt America.

I, too, Sing AmericaBy Langston Hughes

I, too, sing America.

I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong.

Tomorrow, I’ll be at the table When company comes. Nobody’ll dare Say to me, “Eat in the kitchen," Then.

Besides, They’ll see how beautiful I am And be ashamed—

I, too, am America.

Reading, Speaking, Listening and

Writing

• Read the poem aloud

• Listen to the poem being read out loud

• Speak about the message, the key words and tell your opinion to the class

• Write a similar poem related to a social problem in your country

Vocabulary and Semantics

• The use of TOO

• The semantic use of sing vs am

• The translation into Romanian

Grammar

• The adjective

• If Clauses

• Subjunctive (dare)

• Indefinite/Negative pronouns

Literary analysis1. How does Hughes define the relation between ”I”

and ”them”? Why?

2. Why does the author use present tense simple and then future?

3. What does the switch from ”I” to ”they” mean?

4. Does the author have a voice? Can it be heard?

5. What is the implied meaning of the adjectives used in the poem?

6. Can you tell anything about the author? Such as race?

Using an easily sung famous melody, write some song lyrics about the beauty of the people around us.

Workshop1. Teachers from elementary schools and

theoretical colleges:

Devise a Maths lesson for primary/ elementary students using CLIL;

2. Teachers from technological highschools and colleges:

Make a sketch plan for a technology-related class, such as Mecanics, Economy, Tourism, Gastronomy.

Advantages of CLIL- Introduce the wider cultural context;- Prepare for internationalisation;- Access International Certification and enhance theschool profile;- Improve overall and specific language competence;- Prepare for future studies and / or working life;- Develop multilingual interests and attitudes;- Diversify methods & forms of classroom teaching andlearning;- Increase learner motivation.

Bibliography http://www.onestopenglish.com/clil/what-is-clil/

https://www.teachingenglish.org.uk/article/content-language-integrated-learning

Pentru participarea la cursuri:

https://www.britishcouncil.ro/predare-engleza/cursuri-online/clil