ESM 700

Assignment 2

The Prospect of Content and

Language Integrated Learning (CLIL)
in Aceh

By. Ulfa Rahmi

211077007

Table of Contents
Introduction ............................................................................................................................................ 1
Content and Language Integrated Learning (CLIL).................................................................................. 1
The CLIL Model........................................................................................................................................ 2
Implementation of CLIL in Indonesia ...................................................................................................... 3
The Prospect of CLIL in Aceh ................................................................................................................... 5
The model recommendation .................................................................................................................. 6
Conclusion ............................................................................................................................................... 9
Reference .............................................................................................................................................. 10
The CLIL Prospect in Aceh
Introduction
Language as the main tool in communication is the main factor for every individual to understand
each other. Through language people can interact and share their ideas orally and literately.
Individual is considered master one language if only she/he has basic language abilities in listening,
speaking, reading and writing (Baker, 2006).

Nowadays, as a result of globalization, the world is becoming smaller and smaller. People are
travelling into other parts of the world which have a different culture and different language. As a
result, the world needs an international language to facilitate the people to communicate each
other. English as the major language used in the western countries finally becomes an international
language to support these demands. This situation undoubtedly affects the educational system
especially for the countries which English is not the main language and forces them to prepare the
next generation who able to speak English for the future challenge.

Technology advances and economic issues are also taken into consideration in preparing young
generation for a global world. A lot of new technologies and economic transactions communicate in
English. So, how can we and our young generation able to compete to other people if we are not
proficiency enough in English? As a consequence, there is a pressure to change the educational
practices and adapt it to the cultural and context demand. In doing those changes, integration which
involves learners, teachers and communities have become a key concept (Coyle, Hood & Marsh,
2010). There is a notion emerges in the European Union about language integration that is highly
successful across European countries called Content and Language Integrated Learning (CLIL).
Therefore, I am going to discuss how CLIL developed and spread. In addition, I also describe the
implementation of CLIL in Indonesia, particularly in Aceh with a recommendation model that I would
suggest.

Content and Language Integrated Learning (CLIL)

CLIL is an educational approach which has a dual focus -on content and language- where an
additional language is used as a medium for teaching and learning (Coyle et al, 2010). This approach
is highly emphasizes on student understanding, not only on content but also on language. The
content and the language are interwoven to each other, which is mean that the CLIL approach
mostly uses by integrating English in teaching and learning situation.

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CLIL is an innovative approach associated with other approaches that emerged earlier. The idea of
integrating language into content teaching was begun in the USA and Australia when many non-
English speaking people emigrate to those countries and needed English for communication in the
society. In Canada, an immersion program was introduced to help students to have a higher
proficiency in French. Also, in German, the bilingual –German and French- classes were used to have
an intercultural awareness (Klippel, 2003). However, CLIL has a specific difference with all those
approach. “CLIL is content-driven” (Coyle et all, 2010: 1), and the language is the unconscious
learning.

CLIL has been introduced and used widely across the European countries due to the commitment
among the European countries to a multilingual Europe. The commitment proposed that citizen of
European Union has to be proficient in three European languages, -their first language, language for
international communication and ‘personal adoptive language’. According to European institutions,
CLIL is the key for a multilingualism which has flexibility in implementing it according to various
context demands. Later, CLIL spread throughout Asia and across non-English speaking countries
(Zarobe, 2008).

The main purpose of introducing CLIL is covered in 5 dimensions, namely culture, environment,
language, content and learning. Culture dimension has a goal to develop intercultural
communication skills and prepare for the wider cultural context. Environment dimension has a goal
to prepare for internalization. Language dimension has a goal to deepen awareness of both mother
tongue and target language. Content dimension has a goal to provide opportunities to study content
through a different perspective. Learning dimension has a goal to complement individual learning
strategies (Anonymous, n.d.).

The CLIL Model

In general, there are 4 main models used which are based on the age level, namely, Pre-school (3-6
years), Primary (5-12 years), Secondary (12-19 years) and Tertiary (higher education). The model on
each category is developed based on the context and condition in each age level. In the pre-school,
the CLIL integration often involved play activities. The learning is highly using a concrete example.
The models are called immersion and involve introducing sounds, words and structures which has a
stimulating focus (Coyle, 2010).

CLIL in a primary level has a purpose to increase students’ motivation and build student’s self-
confidence toward language learning. There is an agreement that the younger children is exposed to
second language, the more native-like they would be compare with the older learner (Fathman,

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1975 cited in Jones 1996). The reason behind this is when the children are learning the second
language at an early age, they have a longer period of learning language, and thus, the acquisition is
faster (Hamers & Blanc, 1989 cited in Jones 1996). There are 3 models in primary, namely
Confidence-building and introducing to key concepts; development of key concept and learners
autonomy; and preparation for a long-term CLIL programme. The first model is effective for
introducing the wider context to students who are not proficient enough in English. Content
teachers are working by themselves without any help from language teachers. The second model is
where the activity and discourse are in English using bilingual material and the content and language
teacher is working together. The last model is where the content and language teachers are working
together preparing for in-depth education through a second language (Coyle, 2010).

The model on the secondary level, which is emphasized in this essay comprises into 5 models. The
first, a dual-school education, it is a model where there is a presence of an English school from a
different country who shares the teaching by using VoIP technology. The second is bilingual
education model. Its approach is based on developing the curriculum to teach a significant part of a
subject matter using CLIL language. The third is interdisciplinary module model. This approach is
teaching through additional language but only in a specific module. The forth, a language-based
model, involving an authentic learning and communication and language-teacher input scaffold the
content teacher and student. Lastly, specific-domain vocational CLIL, it is the learners develop the
language base on professional sector In order to be able to do a specific task (Coyle et al, 2010).

In a higher education (tertiary), the CLIL approach could be implemented in three models. Firstly, the
plurilingual education is where the students are expected to master more than one language.
Secondly, the adjunct CLIL is where only a specific focus is taught parallel with language teaching.
Lastly, Language-embedded content course is where a content and language specialist is teaching
students to support optimizing students’ proficiency in English (Coyle, 2010).

Implementation of CLIL in Indonesia

The success of implementing CLIL in European countries has influenced many other countries.
Obviously, Indonesia is one of the countries that is interested in applying this approach. The
Indonesian ministry of education has made a policy to start introducing an international-standard
school as it called sekolah bertaraf internasional (SBI) in primary and secondary school (Direktorat
Jenderal Mandikdasmen Kementrian Pendidikan Nasional, n.d). Unfortunately, this approach is only
has begun in the urban area where the people already expose and aware to the globalization. The
area that has been implementing CLIL is Jakarta, Jogjakarta, Bandung and most all the urban school.

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Those areas are using the bilingual approach (SBI) and have a successful result on student
performance.

To implement CLIL effectively, there are some factors that need to be considered. This factor is
related to teacher availability, the English level of teachers and students target, time, the model/the
way CLIL is used, linking to extracurricular dimension and the assessment process (Coyle, et al,
2010). Due to those factors, Indonesia is facing far more challenges. With a large number of
populations in a large area, it needs extra funding to train teachers and prepare all the material that
support CLIL. Choosing the right model to fit Indonesian students’ needs is the other problem that
needs to be considered. Since Indonesia comprises of many tribes and cultures, the model used
should not burden the teaching and learning environment and should be made nationally to suit all
those tribes.

Assessment is also a significant problem to implement CLIL. It needs a consideration to think on how
to assess student achievement both in Content and Language. Synchronizing the assessment is the
other concern. Currently, the national examination is done in an Indonesian language. Thus, if
Indonesia starts to use English as the language of teaching and learning, the exam should be in the
same language. Otherwise, both teachers and students will see that there is no point in using English
as the medium of instruction. Furthermore, carrying out the examination in English will motivate
students to endeavor to be proficient in English.

The other significant factor of introducing CLIL concerned the culture and environment. Due to those
issues, CLIL should be used contextually that fits surroundings. Coyle (2006) suggested that in order
to have an effective CLIL, the framework planning should consist of content understanding, cognitive
processing, communicative interaction, and cultural awareness. This framework is known as 4c
model. To use the 4c planning guide, there are some steps that need to follow (Coyle, 2005). To
begin with, it needs to start with planning and choosing the content. Teachers need to prepare what
and how to teach. The next step is to link the content with communication. Teachers need to
consider what kind of language, vocabulary and grammatical pattern that students need to work
with. Later, the cognitive level or thinking skill is developed by asking questions. In order to develop
the cognitive level, the need of considering the Bloom’s taxonomy is highly crucial. The Bloom’s
taxonomy which later is revised to be Bloom’s Revised Taxonomy consists of Lower Order Thinking
Skills (LOTS) and Higher Order Thinking Skill (HOTS) (Yassin, Tek, Alimon, Baharom & Ying, 2010).
Finally, the last step is to consider the culture. It is should be contextualized with student
environment and add values for them (Coyle, 2005).

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The other CLIL tool that needs to be reckoned in order to have an effective CLIL approach is 3 As. The
3 As is a tool for creating a detail lesson planning in CLIL classroom. It has three stages in a specific
content (Coyle, 2005: 7):

Stage 1: Analyse content for the language of learning

Stage 2: Add to content language for learning
Stage 3: Apply to content language through learning

In the first stage, a requirement to analyze a needed language is happen. It includes identifying key
words, phrases and grammatical functions for conceptual learning. The second stage is a focus on
the learners. This includes a learner’s meta-cognitive, classroom talk and discussion to experience
the language. Teachers also need to give a support for learners who need help in using the language
such as a code-switching. The last stage is to assure that the language is applied through learning
where the cognitive and cultural awareness could be extended (Coyle, 2005).

The Prospect of CLIL in Aceh

Aceh is one of the Indonesian provinces which is located on the northern tip of Sumatera Island. The
educational system in Aceh is based on the Indonesian national education system. The curriculum is
centralized and used across all the Indonesian provinces. However, the education ministry gives an
opportunity to every province to have its own policy on how the curriculum is being taught.

After the national conflict with Indonesia and the tsunami disaster, Aceh became more exposed to
the world. Many westerners came to Aceh especially during the tsunami. Later, these situations
made the Aceh government realize that Aceh’s people needed to be able to communicate using the
international language in facing the globalization. In 2005, the first public bilingual school was built.
However, since both teachers and students were not sufficiently proficient in English, the program
was hampered, and finally they went back to use their first language for the literacy of practice yet
still declare themselves as a bilingual school.

Actually, using English as a medium of instruction in Aceh’s school is still at the introduction level.
The chosen school is being familiarized with the English discourse by encouraging the teacher to
speak in the target language only for the easiest matters and moments, for instance in instructing
the students to do a task. Klippel (2003) has developed a combination of content and language
learning approach ranging from language as a subject to language as an immersion. Based on
Klippel’s heading, the focus and language in Aceh is still in language and culture where English is
taken as a foreign language. It uses EFL (English Foreign Language) model/approach. The language
learning is using the explicit one and taught by the language teacher as a subject. The time frame

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takes a long time period from lower secondary level and upwards. In addition, it uses authentic
material and language textbook.

Fortunately, even Aceh is still in the language focus, there is a possibility to use CLIL at school. Since
there are already some bilingual schools, it will make it easier to integrate this approach. However,
the way it is integrated should be thought carefully. It would be useless if schools declare themselves
to use the CLIL approach or bilingual education yet in reality they actually never implement it. The
key is the schools and the teachers should have a strong commitment to improve themselves and be
willing to be trained well in order to have a favorable outcome.

I believe that Aceh government is highly concerned with how to promote education in facing the
globalization era. Currently, Aceh has a huge numbers of budgets to promote education. Hence,
there is a big opportunity for schools in Aceh to implement CLIL.

In brief, the Aceh situation could be mentioned through SWOT analyze:

Strength Weakness

- Already have a bilingual school - Both teachers and students have a low
- Support from government (Education level of English
Regulation) - Lack of resource
- A freedom for school on how the
curriculum being taught.

Opportunities Threat

- Support from Government through SBI - Shock syndrome (confusion,

policy misunderstanding and misconception.
- Huge amount of Aceh education funding - Unmotivated students

The model recommendation

Based on the SWOT analysis of the Aceh situation, an abrupt change from teaching in the first
language to the second language creates a shock syndrome. It will create confusion,
misunderstanding and misconception and will create an unmotivated situation among the students.
It worsens the situation because the program starts in some most cognitive demanding subjects

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which Cummins (1984, cited in Jones 1996) argues that those subjects require a good level of the
target language. He distinguishes between two kinds of language skills: basic interpersonal
communication skill (BICS) and cognitive academic language proficiency (CALP). He also argues that
children will be able to cope with the school curriculum if only their CALP is sufficiently developed.
Cummins has made the concept of BICS and CALP as present below:

A cognitive undemanding is a subject that often use a concrete examples. It is a context-embedded

which is usually in the art and physical education subject. Science and mathematics are the
examples of the cognitive demanding subjects. They are often based on the abstract (context-
reduced). In order to have effective teaching and learning in math and science class, students have
to attain a level beyond BICS and a sufficient level of CALP (Lim & Presmeg, 2010). Cummin matrix is
useful for auditing learning materials. Based on the matrix, it is a challenge for CLIL teachers to
develop materials not only have to be accessible in linguistic for students but also have to be
cognitively demanding. In a future, it is expected that the CLIL will move from quadrant B to D
(Coyle, 2005). Thus, a model that is going to be implemented in Aceh should consider the level of
BICS and CALP of the students and should not take a lot of pressure to students’ learning.

The suggested model that is suitable with Aceh situation is the second model of Coyle, ‘the bilingual
education’, with a slight changes and adjustment. It means that CLIL-bilingual school- cannot be
simply fully implement to Aceh education model but it should be applied in a stage of introduction
to bilingual education. Moreover, a subject chosen to teach in an English medium should be
considered carefully. Based on the Brunei experience in the subject and language chosen, I could
recommend the distribution of subject and language media as shown in table 1.

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English Medium Bahasa Indonesia Medium Both English and Bahasa
Indonesia
Lower Secondary

English Language Bahasa Indonesia Biology

Arts and Handicraft Physic History
Physical education Mathematics Economic
Geography Islamic religious knowledge
Civics

Upper Secondary

English Language Bahasa Indonesia Biology

Arts Islamic Religious knowledge Mathematics
Physical education Chemistry
Geography Physics
Economic Civic
Sociology Accountancy
History

Last year on Upper Secondary

English Language Bahasa Indonesia Islamic Religious knowledge

Mathematics Civic
Science/Art/Technical subject History
(depending on stream)

I would suggest the English integration to the content among the second language learner is started
at lower secondary where the BICS and CALP in their first language are developed. In Cumming’s
proposal: “…the older learners, whose CALP is better developed, would acquire cognitive/academic

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L2 skills more rapidly than younger learner; however, this would not necessarily be the case for
those aspect of L2 proficiency unrelated to CALP (i.e L2 BICS) (Cumming,1979, cited in Jones 1996:
288).

In the lower secondary, it would be a good idea to put the cognitively undemanding subjects to be
taught in English as the learners gain the BICS in the second language and to teach using bahasa
Indonesia for the cognitively demanding subjects as they keep enhancing their CALP in their first
language. Meanwhile for the subjects: biology, history and economic, I personally think, should be
taught bilingually so that they can start to learn English in a context-reduced way slowly.

When the learners are used to a bilingual teaching, in their first and second year of upper secondary
school, all the cognitively-demanding subjects are taught in both languages. The exposure to learn
bilingually will make the learners motivate themselves to learn English to understand the content
and to be able to communicate in context-reduced ways in a classroom. Meanwhile, the cognitively-
undemanding subject is still going to be taught in English. Hence both BICS and CALP are developed.
Later, in their final year, all the subjects are taught in English except for Bahasa Indonesia subject,
civics and History. The reason behind teaching history and civics bilingually is based on the
consideration to the German model that both of that subject is for the formation of national identity
(Klippel, 2003), thus should be maintained to be taught in first language. However, to enhance an
ability to understand many kinds of action to form opinions, the second language is also needed
(Mäsch 1993, cited in Jones 1996).

Conclusion

Aceh has a reasonable prospect to implement CLIL by choosing a bilingual education model. Within
the stages is in the introductory level, it is expected that teachers and students will be familiar with
English. In addition, It is easier to apply this approach since Aceh already has bilingual schools. In
order to have an effective outcome, the implementation of CLIL should consider the tools that
support the framework planning such as 4cs curriculum framework, 3 As detailed lesson planning
and the Cummin’s matrix. Moreover, to overcome the issues arise among this approach, a strong
commitment from schools and teachers is needed to improve and sustain the quality of teachers by
take apart at a training center. Finally, I recommend the distribution of subject and language media
as I believe this recommendation will cope with the shock syndrome that happen among the Aceh
students.

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Reference

CLIL Compendium, (n.d.). www.clilcompendium.com, retrieved December 24, 2010.

Baker, C. (2006). Foundation of Bilingual Education and Bilingualism. 4th edition. Multilingual Matters
Ltd. UK.

Coyle, D. (2005). CLIL: Planning tools for teachers. University of Nottingham, retrieved December 24,
2010, from http://www.slideshare.net/gorettiblanch/theoretical-clil-
framework/download?from=fblanding

Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda
for CLIL pedagogies. The International Journal of Bilingual Education and Bilingualism. 10 (5),
543-562
Coyle, D., Hood, P. & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge
University Press. UK

Direktorat Jenderal Mandikdasmen kementrian Pendidikan Nasional. (n.d). Kebijakan Sekolah

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berstandar-internasional-sbi/

Jones, G. M. (1996). Bilingual education and syllabus design: Towards a workable blueprint. Journal
of Multilingual and Multicultural Development, 17(2-4), 280-293

Klippel, F. (2003). New prospects or imminent danger?: The impact of English medium instruction on
education in Germany. Prospect, 18(1), 68-81. Retrieved September 28, 2010, from publisher
site database

Lim, C. S., & Presmeg, N. (2010, 13th August). Teaching mathematics in two languages: A teaching
dilemma of Malaysian Chinese primary school. International Journal of Science and
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Yassin, S. M., Tek, O. E., Alimon, H., Baharom, S. & Ying, L. Y. (2010). Teaching science through
English: Engaging pupils cognitively. International CLIL Research Journal, 1(3), 46-59.
Retrieved October 5, 2010, from http://www.icrj.eu/13-744

Zarobe, Y. L., 2008. ‘CLIL and foreign language learning: A longitudinal study in the Basque country’,
International CLIL Research Journal, 1(1), 60-73. Retrieved December 15, 2010, from
http://www.icrj.eu/dl.php?file=vol11/pdf/ICRJ-vol11-article744.pdf

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