A CLIL introduction
for teachers:
‘from theory to practice’
CLIL? What is it?
Content and Language Integrated Learning, but...
content
SOME DOUBTS:
or
language
content
- Do we have to plan all the language we use?
- How do we explain the activities?
- Do we need to use a lot of visual support?
language
?
The lartey frimps
krolacked blinfly in the
detchy shilbor
Read the sentence above and answer the following:
1. What kind of frimps were they?
2.What did the frimps do?
3.How?
4.In what kind of shilbor did they krolack?
5.Which is the subject in this sentence?
6.Which is the verb?
The lartey frimps
krolacked blinfly in the
detchy shilbor
Read the sentence above and answer the following:
1. Explain why the frimps were krolacking in the
detchy shilbor. Be prepared to justify your
claims with facts.
2. If you had to krolack in the shilbor, which one
item would you choose to have with you and why?
The lartey frimps
krolacked blinfly in the
detchy shilbor
Read the sentence above and answer the following:
1. Explain why the frimps were krolacking in the
detchy shilbor. Be prepared to justify your
claims with facts.
2. If you had to krolack in the shilbor, which one
item would you choose to have with you and why?
The lartey frimps
krolacked blinfly in the
detchy shilbor
Read the sentence above and answer the following:
1. Explain why the frimps were krolacking in the
detchy shilbor. Be prepared to justify your
claims with facts.
2. If you had to krolack in the shilbor, which one
item would you choose to have with you and why?
What kind of visuals can we use to introduce
a topic to primary age children?
Sample topic: Science - food chain
Visual to show process
Visual to develop cognition
Set of visuals to start discussion
Teacher’s Tools in CLIL
 4Cs
framework – a guide for
subject matter/project/theme

3As lesson planning tool
 Cummins’
matrix – an audit tool
for task and materials design
The 4Cs conceptual framework for CLIL
(Coyle & Hood)
The 3As lesson planning tool
• Analyse: language of
• Add: language for
• Apply: language through
The 3As lesson planning tool
(Coyle)
CUMMINS’ MATRIX
High cognitive demands
3
Low linguistic
demands
X
(CLIL)
2
4
High linguistic
demands
1
Low cognitive demands
Tools used for designing a unit:
4 Cs framework: content, communication, cognition & culture
3 As for lesson planning: analyse, add, apply
Cummins’ matrix: cognitive and linguistic demands
Bloom’s taxonomy: for task and activity design
Scaffolding: both language and content
Vygotsky’s socio-cultural theory: collaborative learning
Gardner’s multiple intelligences: learning styles
4Cs framework : the mindmap
3 As lesson planning tool
(communication process)
Language of learning
- Key phrases needed
- Key vocabulary
Language for learning
-
Learning how to learn
Language for pair group
Understanding instructions
How to deal with not understanding
Language through learning
COMMUNICATION
Language OF learning:
* Key vocabulary: fish, octopus,
dolphin, starfish, jellyfish, shark,
angelfish, living/non-living things,
sunlit, twilight and midnight, eat/
live in/live up to/weigh/jump/
swim up to.
* Key structures: under the sea, in the
water, are the main enemies of...,
can it breathe/move/excrete/
get food/reproduce?
Language FOR learning:
I can see, We can find, there is/are.
I would like to know more about...
Language THROUGH learning:
- Language needed to express previous
knowledge and experiences related to
the sea depths
- ‘Dictionary use’ for vocabulary extension
Cummin’s Matrix
High cognitive
demands
3
Low linguistic
demands
4
(LIFE UNDER
THE SEA)
2
1
Low cognitive
demands
High
linguistic
demands
Low order
High order
Bloom’s Taxonomy
Scaffolding
the language
the content
Vygotsky’s socio-cultural theory
Gardner’s multiple intelligences
(learning styles: variety of resources)