Content Language Integrated Lear

Rationale CLIL

CLIL stands for Content Language Integrated Learning, the teaching of the content of a subject such as physics or economics in a foreign language. In most cases where CLIL is introduced, the foreign language is English.

There is much scientific research on how we learn languages, which now gives us greater understanding of the role of acquiring language in relation to learning language.

Infants and young children can be very good at acquiring languages when they are used in the home, and this is one reason why people sometimes think that we learn languages best when we are very young. Older children and adults tend to be taught languages, usually in language learning classrooms.

Successful language learning can be achieved when people have the opportunity to receive instruction, and at the same time experience real-life situations in which they can acquire the language.

Even though there may be differences in how the brain works as a child grows older and becomes an adult, a key issue in 'picking up' languages relates to the opportunities we have for learning languages. This is where CLIL can be of interest. One reason why very young children seem so good at picking up language is often to do with the naturalness of the environment around them. A language classroom, where learners go through the often difficult process of sorting out sounds, structures, grammar or vocabulary is rarely natural.

The language classroom is essential for the learner to understand the 'nuts and bolts' of language - the architectural plans. But there is rarely enough time in the classroom for the language teacher to go beyond this essential part of the learning process. Learners need time to build things with the nuts and bolts - to build the house which they see in theory on paper.

What CLIL can offer to youngsters of any age, is a more natural situation for language development which builds on other forms of learning. This natural use of language can boost a youngster's motivation and hunger towards learning languages. It is this naturalness which appears to be one of the major platforms for CLIL’s importance and success in relation to both language and other subject learning.

Adapted Marsh & Langé, Using Languages to Learn and Learning to Use Languages. TIE-CLIL:Milan

· Merriam-Webster's dictionary, collegiate version on intermediate level. Excellent. With sound files. For the student.

· An extensive and useful dictionary for advanced learners. It also opens a translation dictionary. Select the Translator option for that. No sound unless you subscribe and pay. For the teacher.

· Excellent translation dictionary with thesaurus and conjugations. More user-friendly than the previous one. No sound files. For the student. French-English-German-Spanish-Dutch-Swedish.

· Site that covers science subjects such as Life Science, Physical Science, Space, Engineering, Supernatural, Earth Science.

o Excellent site on Nature, a science journal. The site holds a number of high-level radio programmes on various science topics like chromosomes, hurricanes, evolution, medical discoveries ... Easily accessible materials as no registration is needed. Both British and American accents. And you find full scripts along with your listening materials! MP3.

o Useful site for developing reading skills. Go to the Archives page, which offers stories from CNN and CB. Each story is supported by audio and video materials, outlines, various vocabulary exercises, comprehension and skills supplementary exercises.

o Current events lesson plans on two levels. Impressive. Go to the Science and Technology Archives.

KELLY Keith, Science, (Macmillan Vocabulary Practice Series), 2008. B1+ to C2 (Pre-intermediate to Advanced). New CLIL-focused vocabulary practice series.

MEHISTO Peter, FRIGOLS Marie-Jesus, MARSH David, Uncovering CLIL, (Macmillan), 2008.

A new, specialized website from Macmillan with resources and news on CLIL, including lesson plans and worksheets from the London Science Museum. You will need to subscribe. It will start in the summer of 2008.

The overall aim of PROCLIL is to develop and investigate aspects of CLIL methodology, find ways to successfully implement CLIL in preprimary and primary education and to design teaching materials and an initial and in-service course for teachers.

DELLER S., PRICE C., Teaching other subjects through English (CLIL), (OUP), 2007.

FRUHAUF, G., COYLE, D. & CHRIST I., Teaching Content In A Foreign Language, 1996.

HARTIALA, Acquisition of Teaching Expertise in Content and Language Integrated Learning, 2000, 252 pp. ISBN 951-29-1810-2

KROSCHEWSKI, SCHUENEMANN, WOLFF, A Resource Base for Bilingual Educators, 1998, 297 pp. ISBN 951-39-0282-X

MARSH, ENNSER, SYGMUND, Pursuing Plurilingualism; Vers le Plurilinguisme; Unterrichtssziel Mehrsprachigkeit, 1999, 66 pp. ISBN 951-39-0582-9

MARSH, MARSLAND, MALJERS, Future Scenarios in Content and Language Integrated Learning, 1998, 128 pp. ISBN 951-39-0296-X

MARSH, MARSLAND, CLIL Initiatives for the Millennium: report on the CEILINK Think-Thank,1999, 135 pp. ISBN 951-39-0434-2

MARSH, MARSLAND, NIKULA, Aspects of Implementing Plurilingual Education: seminar and field notes, 1997, 64 pp. ISBN 951-39-0013-4