CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed
aims, namely the learning of content, and the simultaneous learning of a foreign language". (Marsh, 1994)
"Generic umbrella term encompassing any activity in which a foreign language is used as a tool in the learning of a
non-language subject in which both language and the subject have a joint curricular role". (Marsh, 2002)
DUAL FOCUS: CONTENT AND LEARNING BEING MORE IMPORTANT THE CONTENT
"CLIL is dynamic, a flexible concept where topics and subjects – foreign language and non-language subject/s – are
integrated in some kind of mutually beneficial way so as to provide value-added to educational outcomes for the
widest possible range of learners." (Doyle, 2006)
WHEN STUDENTS LEARN CONTENTS IN ANOTHER LANGUAGE THE STUDENTS CREATE MEANING (A VALUE
ADDED) , MAKE THE MEANING ACCESIBLE
WHY CLIL
Foreing and minority language promotion and respect
Communicative approach: acquisition is effecive
Involves language learning
L2 learning to know culture, social, contexts.
THEORIES SUPPORTING CLIL
BLOOM'S TAXONOMY
KRUSHEN COMMUNICATIVE APPROACH
4Cs
CONTENT
CONTENT
COMMUNICATION
COMMUNICATION
CONGNITION
COGNITION
CULTURE
ENVIROMENT
CULTURE
5 DIMMENSIONS
ESSENTIALS ELEMENTS (CRETON, 2009)
Safe environment
1lang-1person-1room
Students L1-Silence Period
Speak Slowly, repetition, using appropiate level of language
variety: language models, resources,
opportunities to use language