Placing equal emphasis on content learning and language learning 2 Encouraging the use of authentic materials (e.g. webpages, newspaper) 3　Giving multimodal input (i.e. written/ spoken texts, graphics, statistics, videos) 4　Using various levels of thinking skills (i.e. LOTS and HOTS) 5　Giving many tasks 6　Making the most of cooperative learning (e.g. pair work, group work) 7　Providing scaffolding in content and language 8 Incorporating elements of cross- cultural understanding and global issues 9 Integrating the four skills 10 Instructing learning skills

1. The ABCs of CLIL
Makoto Ikeda
Sophia University
makoto-i@sophia.ac.jp

2. Mapping CLIL
GTM
AL
CLT (strong)
TBI
Submersion
‘sink or swim’
EFL EFL/ESL ESL
CLT (weak)
PPP
CLIL
CBI
EFL = English as a foreign language CLT = Communicative Language Teaching
ESL = English as a second language PPP = Presentation-Practice-Production
GTM = Grammar translation method TBI = Task-based instruction
AL = Audiolingualism CBI = Content-based instruction
Immersion
Structure-based
instruction
Communicative
instruction
Natural
acquisition

3. Many faces of CLIL
‘What is CLIL to you?’
- methodology
- facilitation of language
- approach
- fusion/synergy
- systematic learning
- mindset/attitude
- education
Narrow definition
Broad definition

4. Do Coyle’s ‘the 4Cs of CLIL’
Content
Cognition Community
CLIL
Communication

5. Communication
Language
through
learning
Language
for
learning
Language
of
learning
Communication

6. Cognition
HOTS
(Higher Order
Thinking Skills)
LOTS
(Lower Order
Thinking Skills)

7. Community
World
Region
Country
Town/city
School
Classroom

8. 10 principles of CLIL
1 Placing equal emphasis on content
learning and language learning
2 Encouraging the use of authentic
materials (e.g. webpages, newspaper)
3 Giving multimodal input (i.e. written/
spoken texts, graphics, statistics, videos)
4 Using various levels of thinking skills
(i.e. LOTS and HOTS)
5 Giving many tasks

9. 6 Making the most of cooperative learning
(e.g. pair work, group work)
7 Providing scaffolding in content and
language
8 Incorporating elements of cross-
cultural understanding and global issues
9 Integrating the four skills
10 Instructing learning skills

10. Types of CLIL
Soft CLIL Hard CLIL
Language teaching Content teaching
Partial CLIL Total CLIL
Part of class Whole class
Japanese & English English
Bilingual CLIL Monolingual CLIL
Regularly
Light CLIL Heavy CLIL
Once in a while
Objective
Frequency
Proportion
Language use

11. CLIL books