1. The, What the How and the
Why of CLIL
Ma. Ed. Cecilia Rosas Delgado
Coordinadora Académica de Inglés
Colegios Peruanos – INNOVA Schools
2013

2. Overview
In today´s session we´ll try to cover the
following points:
 Background and setting of CLIL:
 What is CLIL
 The three principles of CLIL
 The 4 C’s
 The 3ª’s
 What is it and why use it?
 Teaching a Geography lesson with CLIL
 Make your own lesson Plan

3. What is CLIL ?
 Cooking Life In London
 Canned Lions Increased Literacy
 Cats Love Italian Lasagna
 Content Language Integrated Learning

4. CLIL Features: Match
C ontent the language
L anguage the topic or subject matter
the thinking skills required / developed to
I ntegration manage this fusion.
L earning the new fusion of both content and
language learning goals.

5. What is CLIL?
 An approach?
 A methodology?
 Nothing new?
 A philosophy?
 A process?
 Good?

6. By any other name…..
 Content-based Instruction (CBI)  Teaching Content Through English
 Content-based Language Instruction (CLII)  Teaching English Through Content
 Content-based Language Teaching (CBLT)  Foreign Language Medium Instruction
 Integration of Content and Language (FLMI)
 Content and Language Integrated  Teaching Through Foreign Languages
Classrooms (TTFL)
 English-enriched Content Teaching  Teaching Content in a Foreign Language
(TCFL)
 Content-enriched English Teaching
 Dual-focused Language Instruction
 English-focused Content Teaching
 Content-support ELT
 Content-focused English Teaching
 Adjunct / Linked Language courses
 Content-centered English Teaching
 Integration of Languages and Disciplines
 English-centered Content Teaching
(BILD)
 Content-driven English Teaching
 Four-handed foreign language instruction
 English-driven Content Teaching
 Learning with Languages
 English-sensitive Content Teaching
 Learning through an additional language
 Content-sensitive English Teaching
 Foreign Language Immersion Program
 Content-oriented Language Learning (FLIP)
 Content-infused Language Teaching  Plurilingual Instruction
 Theme-based Language Teaching  Foreign Languages Across the Curriculum
 Topic-based Language Teaching (FLAC)
 Discipline-based ESL Instruction  Extended Second Language Learning
 Sheltered Subject Matter Teaching  Language-enhanced Content Instruction
 Integrated Curriculum

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10. What are the differences
 Think pair share: Up to know, what are
the main differences between EFL and
CLIL?

11. A definition
 CLIL refers to any dual-focused
educational context in which an
additional language is used as a
medium in the teaching and learning of
non-language content.

12. Another definition
CLIL is the meeting point of
content and language in space
(the classroom) and time (the
lesson).

13. The three principles of CLIL
1. Increase comprehensibility
2. Increase interaction
3. Increase thinking skills

14. Messages
 Every teacher is by definition a
language teacher.
 Language is the principal means of
making sense of knowledge.
 Every school should have a language
policy.

15. CLIL in the classroom
 Communicative approach
 Process rather than product
 Message rather than medium
 Integration rather than isolation
 Learner potential rather than teacher
input
 Language across the curriculum

16. CLIL and ELT
 CLIL curriculum
 CLIL teachers
 CLIL lessons

17. The CLIL curriculum
 All or some subjects are taught through a
foreign or second language
 More content will be taught as language
competence increases
 There is no language syllabus
 CLIL should start in elementary school

18. CLIL lessons
 Contain the 4 Cs
 Are not language lessons or subject
lessons delivered in a foreign language
 The subject matter determines the
language needed to learn.
 Language is not graded.
 Are often based on reading or listening
texts

19. CLIL teachers
CLIL teachers are:
 Subject matter teachers who can also teach
language
 Language teachers who can teach content
 Competent in the target language (FCE)
 Properly trained and involved
CLIL teachers should be good at:
 identifying the core language of a subject
 designing tasks and projects
 using technology

20. Interconected dimensions of CLIL
The 4Cs Teaching Framework:
 content/subject matter/project/theme
 communication/language
 cognition/thinking, learning
 culture or citizenship/integration of
environment and citizenship
University of Nottingham

21. LIFE UNDER THE SEA

22. The 4Cs framework of CLIL: mindmap
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23. Peruvian

24. Key vocabulary,
grammatical
functions, useful
Phrases
(related to the
Content)
Language/
skills
needed to
function in
a foreign
language
environment
(classroom)
Thinking/
skills
needed to
learn this topic,
and talk about
it

26. B
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M
‘S
T
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X
O
N
O
M
Y

27. Cognition...
1. Which thinking skills seem appropriate for this topic?
2. How can we encourage the use of higher order thinking?
3. What kind of questions can I ask to go beyond the lower
level skills and present ss with challenging, problem-
solving, hypothesizing, analysing and evaluation tasks?
4. What kind of questions do I want the Ss to ask?
5. How do I know what they have learned? Will they be
discussing their new knowledge and understanding?
How?
6. What final product will they produce/present?

28. CULTURE &
CITIZENSHIP
Peruvian

29. What are the advantages
 In pairs, list 5 advantages of using CLIL to
teach

30. Using language to learn,
Learning to use the language
A 4Cs teaching framework requires a
re-conceptualisation of language from
language learning per se towards an
integrated model which actively involves
the learner in using and developing
 Learning of Language
 Language for Learning
 Learning through Language

31. The 3As lesson planning tool
• Analyse: language of learning
• Add: language for learning
• Apply: language through learning

32. The 3As lesson planning tool
(Coyle)

33. Reconceptualising
Language Learning
Learning of Language (Content)
Language
learning and
language
using
Language for learning Learning through Language
(What type of language do I need (What thinking skills will I need
to learn that content) and use to learn that content)

34. 3 As lesson planning tool
(communication process)
Language of learning COMMUNICATION
Language OF learning:
- Key phrases needed * Key vocabulary: fish, octopus,
- Key vocabulary dolphin, starfish, jellyfish, shark,
angelfish, living/non-living things,
sunlit, twilight and midnight, eat/
Language for learning live in/live up to/weigh/jump/
swim up to.
* Key structures: under the sea, in the
- Learning how to learn water, are the main enemies of...,
can it breathe/move/excrete/
- Language for pair group get food/reproduce?
- Understanding instructions Language FOR learning:
- How to deal with not understanding I can see, We can find, there is/are.
I would like to know more about...
I am sorry but I don’t agree …
Language through learning Language THROUGH learning:
- Language needed to express previous
knowledge and experiences related to
- ‘Dictionary use’ for vocabulary extension the sea depths
- Previous knowledge - Thinking skills
- Final product
- Assessment

35. Language of learning
1. What type of language (genre) does your topic use?
2. What is the content-obligatory language? (key words,
phrases and functions etc)
3. What kind of talk to learners need to engage in?
4. How would you teach the language of learning for this
topic? (specific tasks, presenting grammar rules,
discovery activity etc..)

36. Language for learning.
1. What are the possible language demands of
typical tasks and classroom activities?
2. Which language skills will need to be
developed?
3. How can learning be scaffolded? (language
used to ask for help, ask for additional
information etc.)
4. How will students practice their new language
and recycle familiar language?

37. Thank you very much
Happy CLILing!
Cecilia Rosas Delgado
cecilia.rosas84@hotmail.com

38. Language of learning
 Language needed for learners to access basic
concepts and skills relating to the subject theme
or topic. (grammar & vocabulary)
 Learners need to aquire language specific to the
subject and the thematic content.
 This means shifting lingistic progression from a
dependancy on grammatical levels of difficulty
towards functional and notional levels of
difficulty demanded by the content.

39. Language for learning
 The kind of language needed to function in a
foreign language environment or in the classroom
(how to ask and answer questions, how to give
opinions, how to interrupt, etc).
 Strategies to help them use the foreign language
effectively.
 The learner needs to be supported in developing
skills such as those needed for pairwork,
cooperative group work, asking questions,
debating, chatting, enquiring, thinking, memorizing
etc.

40. Language through learning
 Effective learning cannot take place without
active involvement of language and thinking.
 When learners are encouraged to articulate their
understanding, then a deeper level of learning
takes place.
 This emerging language needs to be captured
by the teacher, but it is difficult to predict
beforehand what will emerge.

41. Language through learning.
1. What language functions and notions are
students already familiar with?
2. How can these be practicesd and extended?
3. What strategies can they use to access new
language for themselves?
4. How can we define language progression for
this topic?

42. Low order High order
Bloom’s Taxonomy

43. Reconceptualización del proceso de
enseñanza de la lengua
Aprendizaje de la lengua COMMUNICATION
Language OF learning:
- Frases escenciales * Key vocabulary: fish, octopus, dolphin, starfish,
jellyfish, shark, angelfish, living/non-living
- Vocabulario básico
things, sunlit, twilight and midnight, eat/ live
in/live up to/weigh/jump/ swim up to.
Lengua para el aprendizaje (estrategias) * Key structures: under the sea, in the water, are
the main enemies of..., can it
breathe/move/excrete/ get food/reproduce?
- Aprender a aprender
- Vocabulario para trabajo en grupos
- Entender y seguir instrucciones
- Como enfrentar el no entender Language FOR learning:
I can see, We can find, there is/are.
Aprendizaje a travéz de la lengua I would like to know more about...
Language THROUGH learning:
- ‘Dictionary use’ for vocabulary extension - Language needed to express previous
knowledge and experiences related to
the sea depths

44. Cummin’s Matrix
High cognitive
demands
3 4
(LIFE UNDER High
Low linguistic THE SEA) linguistic
demands demands
2 1
Low cognitive
demands