CLIL: Content and Language Integrated Learning
ΟΕΠΓ: Ολοκληρωμένη Εκμάθηση Περιεχομένου και
Γλώσσας
A CLIL topic:
Historical Associations found in Ancient
Greek Theatre, Elizabethan Theatre
and Modern Greek Poetry
Defining CLIL
Content and Language
Integrated Learning (CLIL)
“CLIL refers to situations where subjects, or
parts of subjects, are taught through a foreign
language with dual-focused aims, namely the
learning of content and the simultaneous
learning of a foreign language”. In this case content,
source and target language are interwoven.
(David Marsh, 1994)
Basic Aspects of CLIL
• CLIL is effective in all areas of education,
from elementary school to tertiary education.
• Linking subjects of the curriculum promotes
new challenges and thorough learning of a
subject.
• The level of English proficiency of the subject
teacher should be at least a B2 level.
• CLIL can be carried out either in the form of
co-teaching or individually by each teacher.
CLIL Models/Versions: Soft CLIL, Hard CLIL and
Mid CLIL
• Soft/weak CLIL: the topic is a part of the language
ELT course curriculum (language-driven).
• Hard/strong CLIL: approximately half of the
curriculum is immersed in the second language
(content-driven).
• Mid/comfortable CLIL: a subject is taught for a
limited amount of hours (language and contentdriven).
Importance of CLIL
• An appreciation and understanding of culture
through content, language or reflection, meaningful
communication - Multicultural competence.
• A Focus on bilingualism - Better degree of
language awareness.
• Methodological innovation - Provision of rich input.
• Promotes inductive learning, creativity, discussion
and debate, cognitive stimulation.
The 4Cs framework for CLIL (CLIL pillars)
1.
2.
3.
4.
Content: subject matter, themes.
Communication (language).
Cognition (thinking).
Culture (awareness of self and ‘otherness’)
• Integrating learning (content and cognition).
• Language learning (communication and culture).
Coyle, D. (2008)
Applying this particular topic to the
4Cs
Content:
integrating curriculum subject
matter into target language.
• In this CLIL procedure: Ancient Greek Theatre
and Modern Greek Poetry.
Cognition:
knowledge processing that
enhances awareness, perception,
reasoning and judgment.
• In this CLIL procedure: discerning associations
between historical periods and genres.
Communication:
using two languages to learn and
impart information, thoughts,
ideas and cultural values.
• In this CLIL procedure: students will communicate in
both English and Greek, especially with respect to
drama terminology and translations.
Culture:
understanding and rendering
the significance of content and
language and their shaping of
identity and social values.
• In this CLIL procedure: focusing on cultural aspects
that influenced each period.
Suggested Activities
• Open questions, Peer discussions,
Decision making games, Role
plays, Debates, Reports,
Quizzes,Tests, Feedback.
References
•
http://www.teachingenglish.org.uk/blogs/claudiocol/clil-principles
•
http://www.cremit.it/public/documenti/seminar.pdf
•
http://clilingmesoftly.wordpress.com/clil-models-3/the-4-cs-model-docoyle/
•
http://www.onestopenglish.com/clil/
•
https://www.unidue.de/imperia/md/content/appliedlinguisticsdidactics/lingon/marsh__frigols__clil_intro__ts_me.pdf
•
http://www.theseus.fi/bitstream/handle/10024/20417/TMP.objres.212.pdf?sequence=1
•
https://ihmanzoni.wikispaces.com/file/view/Soft+%26+hard+CLIL+-OUP-12.4.2013+Cain.pdf
•
Coyle, Do. CLIL – a pedagogical approach. In N. Van Deusen-Scholl, & N. Hornberger, Encyclopedia of
Language and Education, 2nd edition. Springer, 2008.
•
Marsh, David. (1994). Bilingual Education & Content and Language Integrated Learning. Paris:
International Association for Cross-cultural Communication, Language Teaching in the Member States of
the European Union (Lingua), University of Sorbonne.
Sketching of a theatre whose structure is 50% Ancient Greek and 50%
Elizabethan Theatre by Sotiris Avlamisopoulos (Γ1)