Tag: Content and language integrated learning

CLIL in Practice – An Example Activity

CLIL in Practice – An Example Activity

What is CLIL? 

2200500024_e93db99b61.jpgThe acronym CLIL stands for “Content and language integrated learning” and was coined by David Marsh to denote an approach to language teaching with a dual aim, namely learning a foreign langauge and simultaneously learning something new about a subject, new content.  

In their 2010 book, Coyle, Hood & Marsh present four components – the 4Cs  – of CLIL

Content (What are the learning outcomes regarding the subject content?).

Cognition (What higher-order thinking skills are included to encourage meaningful learning?). 

Communication (What language and skills will be learnt and what langauge and skill swill be practised?).

Culture (How can the activity promote awareness and tolerance in students, and an interest in looking beyond the ‘self’?) 

Here is an example lesson project that encompasses the 4Cs of CLIL:

Example CLIL Project: Mock general election

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In this project, one class group is one constituency in the UK. If you have several class groups, each of them can represent one constituency. If students or teacher need a basic introduction to egovenment/parliament and elections in the UK, the PPT below can be used [3].

Students in the class / in each class are divided into~5x pairs or small groups , each of which represents one of the main British political parties (e.g. Labour, Conservatives, Liberal Democrats, Greens). Each group nominates one candidate, whose name will appear on the ballot paper (the teacher should make these [1]).

In their party groups, students research the general philosophy of their party and use the party’s website and other promotional material to inform themselves about the main policy ideas of their party. This can be done as homework or in class, and can be supported by providing a webquest or worksheet where necessary – this can also be used to introduce and practise key election / political vocabulary. If this is done in class, with further research at home, the teacher could also provide basic information about the parties to help guide students [2].

Once they have a general idea about their party, students should create a slogan to accompany their election campaign. This can also be written or edited after the next stage.

Students are asked to choose 4-5 main policy areas which they deem most relevant to the target voters in their constituency, and to find examples or data which support their party’s policies in these areas. The teacher could also provide statistics, graphs, etc. as data which the students can analyse  to find the most pertinent points for supporting their party’s ideas. This can also be done as homework, and students can then divide up the policy areas to research.

Students watch an example party political broadcast – this should be from a party that is not being used in the mock election, so as to avoid unfair advantage! Students should be guided to notice useful phrses or features of the language (& persuasive techniques) used in the broadcast, and should take note of these. This is best done in class so the teacher can monitor the language noted. A worksheet could be provided with questions to guide students’ attention to specific points of the speech.

eu-parliament-strasbourg.jpgFocussing on the policy areas they have chosen and the supporting evidence they have analysed, and employing the language features they noted down from the party political broadcast, the party groups then create short speeches / party political broadcasts (max. 5 mins) to present and promote their policy ideas to the class group (=target voters). To ensure that all students speak, each one can present one policy idea. Students can also create one poster or PPT slide to advertise their party, main policies, and candidate.

Whilst listening to the parties’ speeches, the audience takes notes on the key policies and how well supported they are in the speech. They can be instructed to use these notes to make their decision about who to vote for.

ballot-1294935_960_720.pngOnce all of the speeches have been heard, the room can be re-arranged to make polling booths, where students will be able to cast their vote anonymously. The teacher hands out the ballot papers, and provides a ballot box for the students to cast their vote in.

Either the teacher, or 2 nominated students count the votes and present the results.

 

As an extension, students can be invited to discuss the electoral system and analyse the results – this could also be given as a homework writing task.

Materials

[3] PPT on government/parliament and elections in the UK: PPT UK Elections

[2] Basic information about political parties (adapted from YVote): Election-political-parties info

[1] Ballot papers (adapted from YVote): Election-ballot-papers_enlarged_with-text-fields

The 4Cs of CLIL in the example activity

CONTENT

  • Understanding the electoral system (first-past-the-post) of UK general elections
  • Understanding the general approaches and some main policy ideas of key political parties in the UK
  • Understanding the principles of British democracy, parliament and government

 

COGNITION

  • Analysing input texts for biased information
  • Analysing data regarding policy topics
  • Evaluating relevance of various policy topics to the class group (=target voters)
  • Synthesising information from various sources into speech

 

COMMUNICATION

  • Election-specific language 
  • Argumentational language and techniques of persuasion 
  • Grammar for referring to future time
  • Public speaking skills
  • Functional / operational language to facilitate group work

 

CULTURE

  • Promoting tolerance of various political views
  • Comparison links to political parties in students’ home country/ies
  • Actively engaging students with the issues around them
  • Helping address the trend of voter disengagement amongst young people
  • Enabling students to become informed and questioning citizens
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Introduction to CLIL – Content & Language Integrated Learning

I am currently co-teaching a class on cultural studies and how culture can be taught and used within an EFL classroom. Imagine my surprise on hearing that my students – future EFL teachers at German secondary schools – had never heard of CLIL. The last couple of IATEFL conferences have been brimming with presentations and discussions about content and language integrated learning, but it seems not everyone has heard about this trend. And even those who have heard about it are not really sure what it means, particularly what it could mean for their teaching.

And so I set my students a project – to devise key questions that arose when they first heard about CLIL, and to produce a resource for introducing it to other teachers. They have agreed to let me publish their work here, partly to reach an authentic audience, and partly to introduce other teachers to CLIL who may not yet have heard about it or understood how they could use it in their own teaching setting.  I have added only slight edits to what my student teachers produced to make it more accessible to a more international audience. We would love to hear what you think about this introductory information – please use the contact form below or add your comments!

The following introduction to CLIL was researched and written by Juliane H., Helena L., Constanze Q.-M., Timon B. and Thomas H., and edited by me and Carol E. 

CLIL: Content and Language Integrated Learning

Key Questions:

  1. How is CLIL defined by different people?
  2. What do I need to know to use CLIL?
  3. What are the Advantages and Disadvantages of CLIL?
  4. Is CLIL used in the German school system?

1) How is CLIL defined?

Hartmut Ebke:
CLIL refers to the teaching of a current subject other than foreign languages in more than one language.

British Council Teaching English:
CLIL has become the umbrella term describing both learning another (content) subject such as physics or geography through the medium of a foreign language and learning a foreign language by studying a content-based subject.

European Commission’s Eurydice Report:
The acronym CLIL is used as a generic term to describe all types of provision in which a second language (a foreign, regional or minority language and/or another official state language) is used to teach certain subjects in the curriculum other than the language lessons themselves.

Summary:
The most important fact all three definitions share is that new content, i.e. information/factual knowledge that the learners did not previously know,  is taught in a foreign language. In some cases this is called “bilingual education” , where subjects such as math, biology or physics are taught in a foreign language such as French or English. As we can see from these different definitions, CLIL can therefore take various forms which fall along a continuum between teaching an entire school subject through the foreign language, and using input on information students didn’t know before to teach them some new language points.

In many EFL classrooms, factual information and understanding of the target culture is transmitted, which is new to the learners, and this input is used as the basis for language exercises. For example, a text about a certain aspect of life in the UK can be looked at either from a content or from a language perspective. The same input is therefore used to teach both content and language in an integrated manner. Many EFL or other MFL teachers do this in the lessons, without considering it anything special or thinking of it explicitly as CLIL. In many definitions, though, this is what CLIL is, in a less “intense form than providing pupils with an entirely bilingual education.

2) What do I need to know to use CLIL?

For EFL teachers wanting to include some CLIL in their teaching, the standard principles of good teaching and organising a good lesson apply. However, there are a couple of points to bear in mind when starting to use CLIL with your learners.

  • To make the first CLIL-lessons easy to follow, they should be clearly structured and pupils may need to be informed about the dual aims of each lessons.
  • To support pupils getting used to CLIL, the teacher may want to allow them to speak in their L1  to clarify points, ask questions, etc, to ensure that content is not lost due to being taught in a foreign language.
  • A group of pupils may be overwhelmed if they start learning through CLIL in subjects at the same time – this might lead to “cognitive overload“ and content and/or language points may not be retained.
  • The teacher can further support his/her pupils by providing authentic language input in the target language, by working with word lists and explaining key words in context with examples, by training learners in pre-reading/pre-listening strategies specific to the subject area, and by exploring cultural knowledge comparatively with their native culture.
  • In CLIL-lessons, pupils should encouraged to view themselves as learning in real-life situations because it helps them to acquire the foreign language “naturally”, as they have done their L1.
  • Pupils should not only have receptive but also productive skills in order to acquire a foreign language step by step. If pupils did not have any of these skills, the new teaching approach would probably not work out. (student-centred & task-based learning) .
  • Teachers should employ a wide variety of media so that learners “have access to many forms of non-lingual information“ (pictures, films, graphs etc.) in case they have not fully understood the explanations of content in the target language.
  • The teacher should also create tasks that “allow learners to express themselves in a non-verbal way“ (paintings, music etc.) if the focus is on testing understanding of the content.
  • The teacher may also want to include silent periods“ in the lessons which make it possible that pupils can “decide themselves when they want to participate verbally“ and give pupils time to digest the new information – the information load may be larger than in normal content or language classes (taught separately), so this is more important than normal.

3) What are the Advantages and Disadvantages of CLIL?

Advantages:

  • Especially teachers in Germany could profit from CLIL, because teacher training in Germany involves two subjects
  • Especially students with a keen interest in subjects, e.g. natural sciences, history or social sciences may simultaneously be more motivated to improve their language skills in order to understand the contents of the subjects they are interested in
  • Pupils can access subject-specific language terminology they might otherwise not learn
  • Students can develop intercultural communication skills and learn to use language to communicate authentic information and research in intercultural situations.
  • Due to the points above, it can lead to improved overall language competence
  • There is the possibility of gaining international certification
  • It may prepare pupils for their future studies and/ or working life more effectively than standard EFL teaching
  • Alongside language, they acquire cultural knowledge and understanding of a specific subject

Disadvantages:

  • One condition for teaching CLIL is that teachers need training in two subjects, one of them of course being the target language. Keep in mind that in many countries teachers receive training only in one subject
  • Students struggling with the target language could also have difficulties in understanding the contents  using in CLIL
  • Students might not acquire subject-specific terminology in their mother tongue
  • Currently, there is a shortage of teaching materials for CLIL. Teachers have to produce their own materials on various topics at various language levels; a task which can be very time-consuming

4) Is CLIL used in the German school system? 

CLIL is used in around 700 different schools of different school types in Germany but projects show that the concept of CLIL has never been a part of teacher- training programs. Typically, CLIL is practiced in Germany in the following contexts:

Schools: mainly grammar schools, but also Realschule. Comprehensive and vocational schools have also started making use of this type of education.

With the following languages: mostly English and French, but also Italian, Spanish, Dutch, Russian (these last four in very few schools)

Subjects which are taught completely in bilingual education: in most cases Geography, History, Politics, but also Social Science, Biology, Physical Education, Art, Music, Physics and Mathematics. 4
See here for an example: The CLIL approach in North Rhine-Westphalia

1 Primary schools

The CLIL approach is mostly not applied in German primary-education. For further information click on the link below
https://clil-lote-start.uta.fi/en/teaching/primary-education

2 Secondary schools
In year five and six the learners sometimes have the chance to prepare for CLIL by taking two additional English classes, but usually CLIL starts in year five and lasts until year ten. It is generally applied in geography first and later in history and/or political science. Depending on the school, students can continue in the upper level courses by taking “Grundkurse” with the CLIL approach. If they continue taking a course with the CLIL approach until year 13, it will be part of the Abitur and their certificate will include a note explaining which course was taken bilingually (Abendroth-Timmer 2007; Müller-Hartmann & Schocker-v. Ditfurth 2009, p.153)
Click link for more information: 

3 Vocational schools
In the field of vocational schools the Content and Language Integrated Learning method can also be used. It is more a self- contained learning with modules provided in which the focus is clearly job- related and with reference to later applications and professions. (Abendroth-Timmer, 2007)
Click for Further information

4 Universities 
“Until recently there has neither been any pre-service nor any in-service training. Most CLIL teachers learn the CLIL-specific aspects of their profession in the field, i.e while they are teaching in CLIL classes. Now some German universities (including Wuppertal) offer an additional pre-service teacher training programme for students who want to qualify as CLIL teachers.” (Wolff)
Click for Further information

SOURCES & FURTHER READING