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CLIL 

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The term CLIL was coined by David Marsh, University of Jyväskylä, Finland (1994): "CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language." 

Introduction

The process of teaching and learning an additional language had to adapt to the dynamic changes that are happening in the education field nowadays. In Brazil, there is a huge increase in the number of bilingual schools and bilingual programs. Parents envision the development of skills and the acquision of knwoledge for their children, aiming at preparing them to their professional lives.  Communication in an additional language is one of the essential points in this journey. Schools are also  investing in bilingual programs as a means of having experts offering language classes. Learning and teaching CLIL methodology fits the need of using content to teach language. Students aquire not only everyday vocabulary but also academic vocabulary.  They also develop fluency and writing, reading and listening skills are developed. Bilingual schools have the responsibility of teaching content and language, while bilingual programs revisit content to teach language. The school still have the responsibility of teaching content.

According to Bentley (2010), "CLIL is an approach or method which integrates the teaching of content from the curriculum with the teaching of a non-native language. It is increasingly important in our global, technological society, where knowledge of another language helps learners to develop skills in their first or home language and also helps them develop skills to communicate ideas about Science, Arts and technology to people around the world."

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What are the 4Cs of CLIL?

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Content, Communication, Cognition and Culture (COYLE, HOOD and MARSH, 2020)

The 4Cs of CLIL are essential for the integration of these four components It helps teachers to define teaching aims and learning outcomes. They are connected.

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  • Content: Curricular subjects are taught: art, citizenship, classics, design and technology, economics, environmental studies, geography, history, information and communication technology, literacy., mathematics, ,msusic, physical education, philosophy, politics, regilious tudies, science, social science and and technology.

  • Communication: Learners have to produce subject language in both oral and written forms. It's very important to engage learners in meaningful interaction in the classroom.. Peer feedback and self-reflection are essential for communication to take place and encourage the increase of STT (Student talking time). Consequently, the decrease of TTT (Teacer talking time). Content and language must be integrated . "By using the language for learning content, communication becomes meaningful language is a tool for communication, not an end in itself." (Pérez-Vidal, 2009)

  • Cognition: CLIL promotes cognitive or thinking skills. These skills include reasoning, creative thining and evaluationg "Good CLIL practice is driven by cognition " (Nehisto, Marsh, Frigols, 2008). Thinking processes are necessary to analyze language demands and then, teach students what they need to express their thoughts and ideas. 

  • Culture: it is also refers to citizenship or community. "Culture is the core of CLIL" (Coyle, 2007) Learners sometimes need to communite in the additional language with people who may have different social and cultural backgrounds. It also aims at developing learners who are open and have positive attitudes towards different cultures. They should become aware of their responsibilities of global as well a local citizenship. 

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BENTLEY, K. The TKT Course CLIL Module. Cambridge University Press, 2010.

BICS and CALP are also important in CLIL. Click here to know more.

HOTS and LOTS are also important in CLIL. Click here to know more.

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REFERENCES and SUGGESTIONS:

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  • COYLE, D. HOOD, P. MARSH, D. CLIL - Content and Language Integrated Learning. Cambridge University Press, 2010.

  • BENTLEY, K. The TKT Course - CLIL Module. Cambridge University Press, 2010. 

  • HONIG, I. Assessment in CLIL - Theoretical and empirical research. VDM, 2010.

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