Understanding Content and Language Integrated Learning

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Introduction

Content and Language Integrated Learning (CLIL) is a dual-focused educational approach that combines language learning with subject matter instruction. Originating in Europe in 1994, CLIL has gained traction globally, in both primary and secondary school settings, for its effectiveness in promoting both language proficiency and subject knowledge acquisition. In this blog, we aim to give a clear introduction to CLIL, while exploring the benefits, challenges, and best practices of implementing this approach in secondary schools.

At its core, CLIL aims to develop students’ language skills while simultaneously fostering their understanding of various academic subjects. Unlike traditional language instruction, where language learning is often isolated from content, CLIL integrates language learning within the context of subjects such as science, mathematics, history, and more. Soft and hard CLIL can be implemented to achieve this, whereby instruction can be between 45 minutes per week as part of a language lesson, or by subject-led partial immersion, where 50% of the syllabus is taught in the L2. By immersing students in authentic content, CLIL not only enhances their language proficiency but also deepens students’ comprehension of subject matter, while developing a more acute sense of cultural awareness in the process.

To effectively implement CLIL in educational settings, educators often refer to the “4 Cs” framework, which encompasses four key dimensions essential for successful CLIL instruction: Communication, Cognition, Culture, and Content.

At the heart of CLIL lies the development of language proficiency across all four language domains: speaking, listening, reading, and writing. Effective communication is not merely about linguistic accuracy but also about fluency, comprehension, and interaction. In a CLIL classroom, students engage in meaningful language use as they explore subject matter concepts, express their ideas, and collaborate with peers through role plays, presentations, engaging debates and so on. Teachers facilitate communication by providing opportunities for authentic language practice, scaffolding language production, and offering constructive feedback. By immersing students in language-rich environments, CLIL enhances their ability to communicate effectively in both academic and real-life contexts.

CLIL goes beyond language learning by fostering cognitive development and critical thinking skills. Through the exploration of academic content in the target language, students are challenged to analyse, synthesize, and evaluate information, leading to deeper understanding and higher-order thinking. CLIL encourages inquiry-based learning, problem-solving, and the application of knowledge in diverse contexts. By engaging with subject matter concepts in a language-rich environment, students develop cognitive flexibility, creativity, and metacognitive awareness. Teachers scaffold cognitive processes by guiding students through inquiry tasks, providing cognitive tools, and promoting reflective thinking. By integrating language and content instruction, CLIL nurtures students’ intellectual growth and prepares them for academic success.

CLIL promotes intercultural competence by exposing students to diverse perspectives, beliefs, and practices embedded within academic content. Cultural awareness is an integral aspect of CLIL, as it fosters empathy, tolerance, and appreciation for global diversity. Through the exploration of authentic materials, literature, and multimedia resources, students gain insights into the cultural dimensions of subject matter disciplines. CLIL encourages cross-cultural communication, collaboration, and respect for cultural differences. Teachers integrate cultural content into CLIL lessons, create opportunities for intercultural exchange, and facilitate discussions on global issues. By embracing cultural diversity, CLIL cultivates students’ openness to new experiences and prepares them to thrive in multicultural societies.

Central to CLIL is the seamless integration of language and content instruction to achieve both linguistic and academic goals. Content integration involves selecting and sequencing subject matter concepts that align with language learning objectives, ensuring coherence and relevance in instructional design. In a CLIL classroom, language is not taught in isolation but rather embedded within meaningful content contexts. Teachers design CLIL units that engage students in authentic tasks, projects, and simulations, where language serves as a tool for accessing, processing, and expressing content knowledge. Content integration requires collaboration between language and subject teachers and the adaptation of instructional materials and assessments to meet learners’ diverse needs. By intertwining language and content instruction, CLIL maximizes learning outcomes and empowers students to become proficient communicators and critical thinkers in academic disciplines.

To sum up, the 4 Cs of CLIL – Communication, Cognition, Culture, and Content Integration serve as guiding principles for effective implementation of this innovative pedagogical approach in educational settings. By embracing these dimensions, educators can create language-rich environments where students engage deeply with academic content, develop essential skills, and cultivate a global mind-set for success in an interconnected world.

• Constructivism believes learning takes place when students make sense of what they are learning.
• Students need to gather at the start of a lesson the information which they already know, so they can make sense of the new information.
• They can do this by comparing innovative ideas, information and language with their existing knowledge and experiences, hence activating prior knowledge, and bridging the new information with the old.

• Social constructivism believes learning is a social, dynamic process, and that learners create meaning together, through interacting with one another.
• It also suggests that by participating in activities and working with other learners or with the teacher during the activating (starting) stage of a lesson, learners will also create a deeper sense of meaning for themselves.

• Cognitive learning theories suggest that people remember things more effectively if they spend more time thinking about them, and if their brains have to work harder to complete a task.

• The input theory suggests that Input which leads to learning should be meaningful, relevant, and realistic.
• In terms of L2 (second language), it should also be at a slightly higher level of language than learners are able to understand (sometimes referred to as I + 1), where I is the learner’s current level and I+1 means Input (language) which is slightly above the learners’ current level and in different modes (visual, auditory etc.)

• The intake theory suggests that learners will learn language if they come across it frequently and if they take some time to process this language
• Intake is more likely to happen when learners use the target language during learning activities.
• For this, it is important to use pair and group work so that the learners interact with each other.

• The knowledge that is needed to speak about the topic will not come unless the learners are gently “pushed” to speak.
• Learners are “pushed” when, through encouragement or necessity, they have to produce spoken language in unfamiliar areas such as certain kinds of discourse, e.g., making poster presentation, making a podcast etc.
• When they are “pushed” to speak in such kinds of discourse, they tend to notice the gap that exists in their knowledge of the second language.

Scaffolding plays a crucial role in Content and Language Integrated Learning (CLIL), supporting students as they navigate complex academic content in a language that may not be their first language. In CLIL, key language must be made salient, with students aware that they are learning a new language and new content. Below are some key strategies that teachers at Atlantic School Language School recommend for scaffolding in CLIL:

Before diving into a new lesson or topic, pre-teach key vocabulary terms related to the subject matter. Introduce the vocabulary through visuals, realia, or contextual examples to help students grasp their meanings and usage. Encourage students to use the new vocabulary in various contexts to reinforce their understanding.

Activate students’ previous knowledge related to the topic to provide a foundation for learning. This can be done through brainstorming, KWL (Know-Want to know-What I have Learned) charts, or concept mapping activities. By connecting added information to what students already know, you help them make sense of the content and bridge gaps in understanding.

Utilize visual aids such as diagrams, charts, graphs, and multimedia resources to enhance comprehension. Visuals not only clarify concepts but also serve as cognitive scaffolds, helping students organize information and make connections between ideas. Incorporate visual support throughout the lesson to cater to diverse learning styles and reinforce learning.

Model academic language and discourse structures to help students understand how to express themselves effectively in the target language. Provide sentence frames, language chunks, and academic phrases that students can use to scaffold their language production. Model examples of academic writing, presentations, and discussions to demonstrate language use in context.

Break down complex content into manageable chunks to prevent cognitive overload. Present information in a step-by-step manner, providing clear transitions between concepts. Use headings, subheadings, and bullet points to organize content and highlight key ideas. Chunking allows students to focus on one aspect of the content at a time, facilitating comprehension and retention.

Design tasks and activities that scaffold students’ understanding of the content while providing opportunities for language practice. Incorporate cooperative learning activities, such as think-pair-share, jigsaw, and peer tutoring, to promote collaboration and peer support. Offer scaffolded worksheets, graphic organizers, and guided notes to assist students as they engage with the content.

Expose students to rich language input through authentic texts, audio recordings, and videos related to the subject matter. Provide comprehensible input by selecting materials that match students’ proficiency levels and scaffolding comprehension through pre-reading/listening activities, guided reading questions, and post-reading/listening discussions.

Promote metacognitive awareness by encouraging students to reflect on their learning processes and monitor their comprehension. Incorporate reflection prompts, such as “What did you find challenging? What strategies helped you understand the content?” Encourage students to set learning goals, monitor their progress, and adjust their strategies accordingly.

By implementing these scaffolding strategies, educators can support students’ learning in CLIL classrooms, enabling them to successfully navigate academic content while developing their language proficiency. Scaffolding ensures that all students have access to the curriculum and can actively engage in the learning process, regardless of their language background or proficiency level.

1. Enhanced Language Proficiency: CLIL provides students with extensive exposure to the target language in meaningful contexts, leading to improved language skills across all four language domains: speaking, listening, reading, and writing.
2. Subject Knowledge Acquisition: By engaging with subject content in the target language, students develop a deeper understanding of academic concepts and acquire specialised vocabulary related to various disciplines.
3. Cognitive Benefits: CLIL enables students to activate not only the lower order thinking skills of understanding and remembering vocabulary but as they progress, promotes critical thinking, problem-solving, and analytical skills as students navigate complex subject matter in a language-rich environment.
4. Cultural Awareness: Through exposure to authentic materials and interactions with content from diverse cultural perspectives, CLIL fosters intercultural competence and global awareness among students.
5. Motivation and Engagement: Integrating language learning with meaningful content increases student motivation and engagement, as they see the relevance and applicability of language skills in real-world contexts.

While CLIL offers numerous benefits, its successful implementation in secondary schools requires careful consideration of several challenges:

1. Teacher Training: Educators need specialised training and on-going support to effectively design and deliver CLIL lessons that balance language and content objectives.
2. Curriculum Alignment: Integrating CLIL into existing curriculum frameworks requires alignment between language proficiency goals and subject learning outcomes.
3. Language Support: Some students may struggle with the linguistic demands of CLIL, necessitating additional support strategies such as scaffolding, language immersion, and differentiated instruction.
4. Resource Availability: Access to authentic materials, multimedia resources, and technology infrastructure can pose challenges for schools implementing CLIL programs, particularly in resource-constrained environments.
5. Assessment and Evaluation: Developing valid and reliable assessment tools to measure both language proficiency and subject knowledge attainment in CLIL contexts presents a significant challenge for educators.

Best Practices for CLIL Implementation:
To maximize the benefits of CLIL in secondary school settings, educators can adopt the following best practices:

1. Collaborative Planning: Teachers from language and subject departments should collaborate to design integrated units that align language and content objectives.
2. Language Modelling: Teachers serve as language models, providing rich input and scaffolding language production through explicit instruction and feedback.
3. Authentic Materials: Incorporating authentic texts, multimedia resources, and real-world tasks enhances students’ engagement and promotes language acquisition.
4. Differentiated Instruction: Recognizing the diverse linguistic needs of students, educators should provide differentiated support and opportunities for language development.
5. On-going Professional Development: Continuous training and collaboration among teachers, along with opportunities for peer observation and reflection, are essential for sustaining CLIL implementation and improving instructional practices.

Content and Language Integrated Learning (CLIL) holds immense potential for transforming secondary education by bridging language learning and subject instruction. Despite its challenges, CLIL offers numerous benefits for students, educators, and schools, paving the way for enhanced language proficiency, subject knowledge acquisition, and global competence. By embracing best practices and fostering a culture of collaboration and innovation, secondary schools can harness the power of CLIL to prepare students for success in an increasingly interconnected and multicultural world.

Click on the link here: https://www.onestopenglish.com/teenagers/clil/lessons to check out some helpful sample lesson plans for the secondary school CLIL classroom.

Staff Writers: Dee Maher and Nancy Angeloni, Atlantic Language Galway