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CLIL



You could say that Content Language Integrated Learning (CLIL) is the European
version of a methodology that arises in Canada and the U.S., 60 and 70 respectively,
called Content Based Instruction (CBI). In Europe, arises from CLIL curricular
innovations in Finland in the mid 90s.

What is CLIL?
Content and Language Integrated Learning.
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)

This approach involves learning subjects such as history, geography or others,
through an additional language. It can be very successful in enhancing the learning of
languages and other subjects, and developing in the youngsters a positive can do
attitude towards themselves as language learners. (Marsh, 2000)
"Foreign Language Integrated Learning and Curriculum Content involves
studying other subjects such as history or natural science in a language other than
their own. CLIL is very beneficial for both the learning of other languages (French,
English, ...) as to the subjects taught in these languages. emphasis CLIL in the
"troubleshooting" and "know how things" makes students feel motivated to solve
problems and to make things even in other languages. "(Navs and Muoz, 2000)
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Some of the basic principles of the practice of CLIL in the classroom:
The language used for learning content area but also have to learn the
language in order to understand and communicate.
The material under study is what determines the kind of language you need to
learn.
Fluency is more important than the grammatical and linguistic accuracy in
general.

Furthermore, according to the 4Cs called curriculum (Coyle 1999), a well planned CLIL
lesson should combine the following elements:

Content - Enabling progress in knowledge, skills and understanding of the
specific issues of a particular curriculum
Communication - Using language to learn while learning to use the same
language
Cognition - Developing thinking skills which link concept formation (abstract
and concrete), knowledge and language
Culture - Allowing exposure to diverse perspectives and shared knowledge
that makes us more aware of the other and oneself.

The major goals of CLIL can be summarized in the following points contained in the
CLIL-Compendium (Dalton-Puffer):
Developing intercultural communication skills.
Prepare for internationalization
Provide opportunities to study content through different perspectives. Allows
access to terminology or language specific subjects.
Improve the overall competence of the target language.
Developing oral communication skills.
Diversified teaching methods and classroom practices.
Increase student motivation.
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SYLLABUS
Curricular subjects and cross-curricular topics
Integrate all the language skills
No predetermined language syllabus
Feel self-confident speaking english
CLIL method allows us to use a multitude of activities and the use of Tics. for example:
Workshops
WebQuests
Students' & school Projects
Tics
Authentic Materials & Edu-Portals
For the student CLIL has been found to enable
Self-confidence in communication, intercultural awareness and skills.
Working life knowledge and skills.
Educational and working life mobility.
Stimulating and innovative learning environments, and techniques.
Recognition and validation of additional competencies.
A positive foundation towards lifelong learning:
-Negotiating issues and tasks
-Starting from the particular to the generated and not the.
-Using examples and close to reality that students know real situations.
Performing work roles and work roles

For the teacher CLIL has been found to enable
Competence-building in innovative methods, materials, and e-learning.
International individual and institutional networking, and professional mobility.
Good practice through cooperation with teachers in other countries.
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Greater synergy with the expectations of employers in the Knowledge Society.
Higher levels of professional satisfaction.

Materials
Continuous texts (organized into paragraphs)
discontinuous (eg graphic, ticket, etc.).
Digital and non-digital resources
Computers and Electronics Slate
Within the CLIL method is very important scaffolding:
Scaffolding is therefore those structures, activities or strategies that the teacher
provides support for students to construct knowledge. Give a support that works for
those students who need it to achieve the goal of learning.
We have three types of scaffolding:
Reception: Watching and listening guides, charts and organizational charts to
complete
Transformation: data tables or features, helps to generate ideas, graphics
Production: presentation templates and diagrams, templates or script writing

The method pursued by this system is to develop communication skills:
LISTENING, SPEAKING, READING, WRITING

Conclusion
As conclusions we could say that this method I think is really good as a method,
but now is completely unworkable in most schools in Andalucia. The difficulty is not
the materials, it might seem as if the method itself. This method basically need
something very important and that today we have not, a well-trained teachers. For this
method to work it is essential that the teacher have a really high level language or will
be teaching with other method.
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Nowadays I think we are still very far from achieving a high level of foreign
language teaching so that this method is a really difficult task. Should be a goal that
reach, improve enough to perform this method and also enhance the level of our
students. From my point of view it is a very good method but very difficult to carry out
right now.

Activities (attached)
1. The activity I have proposed is a classification of vertebrate and invertebrate
animals. Give you a definition of each and the vocabulary of animals, we support you
with drawings of animals. Today we will see the classification of vertebrates and divide
into 5 groups: mammals, birds, reptiles, amphibians and fish. We will read the
characteristics of each group of animals and eventually will fill the gaps in the final
activity.
With this activity we intend to use the various communication skills.
2. Another activity that I found very interesting was the teaching of the most
common verbs of action for children who are hearing impaired and need to teach
using sign language. The working group should be to involve all teaching to students
with disabilities, so to feel included in the group.
Bibliography
Breidbach, S. y Viebrock, B. (2012). CLIL in Germany: results from recent research
in a contested field of education. International CLIL Research Journal, 1 (4)
CLIL Content and Language Integrated Learning. Coyle, Hood and Marsh Cambridge,
2010
Teaching approaches to Clil. Servicio de publicaciones de la Universidad de Navarra.
Pamplona 2012
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