What is clil?

What is CLIL & Why is it Important?

CLIL stands for Content and Language Integrated Learning. It is typically defined as an approach for use in contexts in which learners are learning in a language other than their native language. The term was originally coined by David Marsh out of the University of Jyväskylä, Finland and is intended as a way to integrate both content and language needs in subject courses. It can be seen as an umbrella term for various programs and methodologies (Content-Based Instruction, English Across the Curriculum, English as an Academic Language, Bilingual Integration of Languages and Disciplines, etc.), while it offers a way to rearrange class content to facilitate understanding and to allow students to learn the language and discourse patterns needed to use the content. Additionally, both content and language goals are supported by the implementation of learning skills (Mehisto et al, 2008, p. 11).  The idea is that these incorporated learning skills support the cognitive aspects needed to cope with both content and language objectives simultaneously.

Features of CLIL do not necessarily offer anything new, but they do remind us of the importance of creating solid instruction and designing lesson plans that foster learning for all students. These include designing lessons that take into account not just language, content, and learning skills, but also what might be needed to foster cooperation and meaningful communication. Furthermore, we should consider what is needed to create an authentic learning experience and how to go about using scaffolding to guide our students to reach learning goals. The learning environment should be active, safe, and take into consideration and utilize community influences (Mehisto et al, 2008). Such a multiple focus is not meant to add to our already busy schedule, but to help ensure success for our students.

8 Reasons Why CLIL is Important for You

1. Ensures students will be able to cope with language needed to succeed in content courses.
2. Reminds educators of the need to integrate both content and language.
3. Reminds educators of the need to find ways to support both content and language learning in the context of a content course.
4. Equips students with learning skills that can be transferred to other courses.
5. Challenges students to improve their cognitive domain by utilizing important learning strategies.
6. Encourages professional development.
7. Establishes partnerships among content and language teachers and students.
8. Supports national-level and/or school-level bilingual goals.

References Consulted

Cambridge ESOL (2008). TKT: Content and Language Integrated Learning Glossary. Retrieved from www.cambridgeesol.org/assets/pdf/resources/teacher/clil_glossary.pdf

Hall Haley, M. & Austin, T. (2004). Content-Based Second Language Teaching and Learning. Pearson Education.

Marsh, D. (2002). CLIL European Dimension: Actions, Trends and Foresight Potential. Retrieved from ec.europa.eu/education/languages/pdf/doc491_en.pdf

Mehisto, P, Marsh. D, & Frigols, M.J. (2008). Uncovering CLIL. Oxford: Macmillan Education.

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