Context language integrated learning (CLIL)

CLIL can be most effectively be described as “a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language” (Coyle, Hood & Marsh, 2010).

It is the content therefore, that drives the learning.

CLIL has also been found to provide a more meaningful and purposeful context for language learning. It also provides a meaningful and purposeful context to re-visit and consolidate aspects of subject knowledge and skills. CLIL has been found to fundamentally alter the way learners think, process and articulate their knowledge and understanding of their learning.

Research also indicates that CLIL promotes higher order thinking leading to improved cognitive development. (Blakemore and Frith, 2005).

In addition, CLIL has also be found to have significant benefits for learners’ first language development and use, as it offers opportunities for learners to think about and develop how they communicate in general.

It also provides opportunities to learn new subject content as well as re-visiting and consolidating aspects of subject knowledge and skills.

The European Commission recognises the potential value and benefits of CLIL for learners:

“It can provide effective opportunities for pupils to use their new language skills now, rather than learn them now for use later. It opens doors on languages for a broader range of learners, nurturing self-confidence in young learners and those who have not responded well to formal language instruction in general education. It provides exposure to the language without requiring extra time in the curriculum, which can be of particular interest in vocational settings.”

CLIL has been found to fundamentally alter the way learners think, process and articulate their knowledge and understanding of their learning.

Research indicates that CLIL promotes higher order thinking leading to improved cognitive development. (Blakemore and Frith, 2005).

CLIL has also be found to have significant benefits for learners’ first language development and use, as it offers opportunities for learners to think about and develop how they communicate in general.

Key benefits/advantages of a CLIL approach/CLIL headlines/Why CLIL?

  • Supports language within a meaningful context.
  • Allows learners more contact with the target language in an authentic context
  • Embeds language within a task(s)
  • Improves language competence and oral communication skills in both L1 and L2
  • Develops multilingual awareness, interests and attitudes
  • Introduces learners to the wider cultural context – puts culture back on the agenda
  • Encourages/promotes a positive ‘can do’ attitudes towards language learning
  • Builds intercultural knowledge and understanding
  • Develops intercultural communication skills
  • Increases learners’ motivation and confidence in both the language and the subject being taught
  • Involves risk-taking and problem –solving and develops learners’ thinking
  • Motivates and encourages independence and takes learners beyond reductive topics
  • Increases vocabulary learning skills

http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52003DC0449

Context language integrated learning (CLIL)

CLIL can be most effectively be described as “a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language” (Coyle, Hood & Marsh, 2010).

It is the content therefore, that drives the learning.

CLIL has also been found to provide a more meaningful and purposeful context for language learning. It also provides a meaningful and purposeful context to re-visit and consolidate aspects of subject knowledge and skills. CLIL has been found to fundamentally alter the way learners think, process and articulate their knowledge and understanding of their learning.

Research also indicates that CLIL promotes higher order thinking leading to improved cognitive development. (Blakemore and Frith, 2005).

In addition, CLIL has also be found to have significant benefits for learners’ first language development and use, as it offers opportunities for learners to think about and develop how they communicate in general.

It also provides opportunities to learn new subject content as well as re-visiting and consolidating aspects of subject knowledge and skills.

The European Commission recognises the potential value and benefits of CLIL for learners:

“It can provide effective opportunities for pupils to use their new language skills now, rather than learn them now for use later. It opens doors on languages for a broader range of learners, nurturing self-confidence in young learners and those who have not responded well to formal language instruction in general education. It provides exposure to the language without requiring extra time in the curriculum, which can be of particular interest in vocational settings.”

CLIL has been found to fundamentally alter the way learners think, process and articulate their knowledge and understanding of their learning.

Research indicates that CLIL promotes higher order thinking leading to improved cognitive development. (Blakemore and Frith, 2005).

CLIL has also be found to have significant benefits for learners’ first language development and use, as it offers opportunities for learners to think about and develop how they communicate in general.

Key benefits/advantages of a CLIL approach/CLIL headlines/Why CLIL?

  • Supports language within a meaningful context.
  • Allows learners more contact with the target language in an authentic context
  • Embeds language within a task(s)
  • Improves language competence and oral communication skills in both L1 and L2
  • Develops multilingual awareness, interests and attitudes
  • Introduces learners to the wider cultural context – puts culture back on the agenda
  • Encourages/promotes a positive ‘can do’ attitudes towards language learning
  • Builds intercultural knowledge and understanding
  • Develops intercultural communication skills
  • Increases learners’ motivation and confidence in both the language and the subject being taught
  • Involves risk-taking and problem –solving and develops learners’ thinking
  • Motivates and encourages independence and takes learners beyond reductive topics
  • Increases vocabulary learning skills

http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52003DC0449

Discover More Educational Topics

Games Based Learning

Fraction game

Maths in Context

The Big Ideas of Mathematics

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Discover More Educational Topics

Games Based Learning

Fraction game

Maths in Context

The Big Ideas of Mathematics

Language Learning


Students are safe to explore the Universe of Mathematics with Emile. TRY EMILE NOW



Students are safe to explore the Universe of Mathematics with Emile. TRY EMILE NOW



Students are safe to explore the Universe of Mathematics with Emile.
TRY EMILE NOW


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