Content Language Integrated
Learning (CLIL)
What? Why? How?
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What? Educational approach that uses the second
language of the students in teaching (e.g Biology,
Chemistry, Physics, History, etc.)
Why? The student will be able to develop linguistic
and other skills
How? With simultaneous focus in the subject and in
second language
Methodologies – techniques
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Content – based instruction – language immersion
LSP (Language for Special Purposes)
Sheltered Instruction: Framed teaching subjects - objective cognitive
and linguistic relief of bilingual students - attention to the simplification
of thecontent
Theme – based instruction
CLIL (Content and Language Integrated Learning)
Strategies – based instruction
Genre theory
Why? (specifically)
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Communication is not only a social interaction – Development
of BICS (Basic Interpersonal Communication Skills, 1-2 years)
Language and content are linked
Students don’t have sufficient time in their school life to be
trained in the skills
The class is an original communicating environment for the
production of oral and writing academic material (CALP:
Cognitive Academic Language Proficiency, 5-7 years)
Why? (specifically)
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Development of CALP (Cognitive Academic
Language Proficiency): the student meets the
requirements of the Curricula
Development of the language as “learning tool” –
learning to learn
Acceptance of the cultural capital, use of native
language
Integration and participation in school life
Reduction of school failure
How? (specifically)
The learning of the
teaching subject with
the use of second
language
The learning of the
second language
through studying the
subject
Dual focus
Characteristics of the Academic
Speech
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Lexical density
Syntactic ambiguity
Nominalization
Complex morpho-syntactic structures
Technical classifications (demanding
vocabulary)
Techniques – activities – assignments
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Isolation of the language that is necessary for understanding
the content
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producers or autotrophic organisms - heterotrophs (consumers,
decomposers)
Language aid which is compatible with the content, keywords
Chart, framework support, supervising material, multimodal
texts
Brainstorming, activation of knowledge
Studying strategies – Studying as an activity (familiarity, preprocessing studying)
Activities which cover all of the competencies
Techniques – activities – assignments
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morphological word segmentation
Integration in propositional / text box
grouping, correlation with other words
definitions, etymology of words
narrative chain
semantic map
Techniques – activities – assignments
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“Transferring” strategies (η τροφή όπως η βενζίνη)
Forecasting strategies for importance through context
Use of side heads
Key – words
Book marking (e.g. how we read a dictionary)
Use of dictionary
Creation of dictionary by the students
Closed assignments (structural, controlled), driven, open
assignments – communicational
Group activities – project
Cooperation with professors of different fields