Phonemic chart

Core Features of CLIL methodology

Essential elements of good practice in CLIL

Multiple focus

supporting language learning in content classes

supporting content learning in language classes

integrating several subjects

organizing learning through cross-curricular themes and projects
supporting reflection on the learning process


Safe and enriching learning environment

using routine activities and discourse

displaying language and content throughout the classroom

building student confidence to experiment with language and content

using classroom learning centres

guiding access to authentic learning  materials and environments

increasing student language awareness

Authenticity

letting the students ask for the language help they need

maximizing the accommodation of student interests

making a regular connection between learning and the students’ lives

connecting with other speakers of the CLIL language

using current materials from the media and other sources

Active learning

students communicating more than the teacher

students help set content, language and learning skills outcomes 

students evaluate progress in achieving learning outcomes

favouring peer co-operative work

negotiating the meaning of language and content with the students

teachers acting as facilitators 

 
Scaffolding

repackaging information in user-friendly ways

responding to different learning styles

fostering creative and critical thinking 

building on a student's existing knowledge, skills, attitudes, interests and experience

challenging students to take another step forward and not just coast in comfort
 

Co-operation

planning courses/ lessons/ themes in co-operation with CLIL and non-CLIL teachers

involving parents in learning about CLIL and how to support students

involving the local community, authorities and employers

What drives the 30 core features?

Thinking drives the teaching/learning process. 

The more powerful the thinking the greater the learning. 
Thus, CLIL is driven by cognition too. 
And it implies the ability to 
perceive, recognize, judge, reason, conceive and imagine 
(Bloom’s Taxonomy)

CLIL supports the holistic development of learners. 
Its ultimate goal is to guide them towards becoming independent learners 
who gain content and language skills and who seek opportunities 
for communication.

The main focus in CLIL is the content as opposed to form. 
The purpose of this approach is to contribute to the 
long-term application of knowledge learned. So, 
teachers will provide new information and will teach students 
to create new connections with the previous knowledge they already have. 
As a result, students will be able to develop new skills and attitudes.

Meaning-making is both a personal and a social process (community). 
Therefore, new knowledge and skills are developed through personal 
as well as co-operative reflexion/analysis (cognition) and 
through a communicative process (communication).

Discussion, reflexion, the drawing of conclusions related to the experience 
associated with the use of new knowledge and skills help to cement learning.

What is and isn't unique about CLIL?

The CLIL approach encourages teachers to keep using 
their favourite strategies, but also is key to bare in mind the three essentials: 
CONTENT; LANGUAGE and LEARNING SKILLS. 

Thus, CLIL is more likely to require a modification in daily classroom practice. 
It is important to take into account the practice inside the class 
but also teaching and learning strategies.

We can find difficulties when trying to teach languages through a content, 
but in the same way content teachers find difficulties 
when they have to teach a language in particular.

This does not mean it is impossible. 
The real challenge is to find a way in which content can be delivered 
using a language as a vehicle.  
Co-operation and skill exchange among language and content teachers 
is the main strategy for implementing CLIL. 
This will imply the need of time and agreement in order to find 
and reach the best teaching strategies and activities for the students.

CLIL ESSENTIALS

Activities to do with books

Literature

If you need to work with values in class, this is what you need....

VALUES CLARIFICATION

1. As a psychiatrist, analyse the conflicts and problems of a character.
   
2. Would you like to have a character as a friend? Explain.
   
3. How did the book change your way of thinking?
   
4. Use this as a topic sentence, "This book made me (any verb)."
   
5. Explain what the main character would be least likely to do and why.
   
6. Did any character change during the book? Explain how and why.
   
7. What problems did the main characters have and how did they meet them?
   
8. If the book has a villain, was his punishment justified? 
   

Activities to do with books

Literature

Activities for real life...

CAREER EDUCATION

1. Make a job application for the main character and fill it in.
   
2. What did you learn about the vocation of the leading adult character?
   
3. Find newspaper want adds of interest to a character and explain why.
   
4. Write a business letter to the publisher and order copies of your book; explain why.
   
5. From the yellow pages of a phone book, pick out businesses you think the main character would be interested in and explain why. 
   

Prepositions

Activities to do with books

Literature

Some projects to deal with your stories....

LIBRARY PROJECTS

1. Do research on any topic connected with your book.
   
2. In the "Reader's Guide" find five articles related to your book and tell how they apply.
   
3. Find a quotation applicable to your book and tell how it applies.
   
4. See if your book is in the library: then write a letter to the librarian either congratulating her for choosing it or asking her to order it.
   
5. Find a poem which applies to your book: write it out and explain how it applies.