CLIL

1. Using CLIL
Planning and using
Empowerment program

2. A CLIL LESSON
• Content: knowledge,skills and
undestanding
• Communication: using language to
learn whilst learning to use language
• Cognition: thinking skills
• Culture: alternative perspectives and
shared understandings.
• Productive and receptive skills
jsp 2010-2011

3. LESSON PLANNING
• Language and content
• Language difficulties
• Supportive strategies
– Talking in groups
– Write sentences
– Reading the textbook
– Graphs
– Visuals
– Frames

4. Unit:
Unit: Le sson:
Le sson:
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 Le a rni ng Outcom e s 
Le a rni ng Outcom e s
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Conte nt
Conte nt Com m uni c ti on
Com m uni ca ti on
a Cogni ti on
Cogni ti on Cul ture
Cul ture
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Introduction/
Rev ision
Rev ision
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Warm up
Activ ities
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M ain
M ain
Activ itie s
Activ itie s
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Want to know/
Want to know/
Re inforce me nt/
Re inforce me nt/
Exte nsion
Exte nsion
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Asse ssme nt/
Asse ssme nt/
Re fle ction
Re fle ction
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M ate rials/
M ate rials/
Re source s
Re source s jsp 2010-2011
Material crea i adaptat de diverso
t s autors pel Servici d’Ensenyaments en V alencià - Conselleria d’Educació.

5. U nit: Área:
Áre a: Lesson s:
Le ss n s:
o Ed. Level:
Ed . Le vel:
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Teaching
Objectives Final Task
Assessment
C riteria
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 K ey
 C ompetences
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Materials
R esources
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 Conte nt 
Conte nt
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S tudent
Cognition
Cognition Learning
rn Culture
Culture
Outcomes es
es
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Communication
Communication 
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Language for the topic
jsp 2010-2011
Language for th topic
e Language for interaction
Language for int raction
e
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6. A successful CLIL lesson should
combine elements of the following
(the 4Cs):
• Content - Progression in knowledge, skills
and understanding related to specific elements
of a defined curriculum. (It should not repeat
the content learnt in other lessons!)
• Communication – Using language to learn
and learning to use language. Language does
not follow the grammatical progression found
in language-learning settings
• Cognition-Developing thinking skills which link
concept formation (abstract and concrete),
understanding and language
• Culture- understanding of otherness and self,
deepened feelings of community and global
citizenship
(David Marsh)

7. Conceptual map for understanding
CLIL: holistic, symbiotic view
(developed by Do Coyle)
context
context
cognition
context
culture
context

8. Language Triptych

9. Three interrelated types of
language
• L of learning – content obligatory
language related to the subject theme
or topic
• L for learning – language needed to
operate in foreign language
environment (for pair/ group work,
asking questions, debating, etc.)
• L through learning- new language that
cannot be planned. This emerging
language needs to be captured,
recycled and developed so that it
becomes a part of a learner’s repertoire