A selection of methodology articles from CLIL experts and teachers discussing issues surrounding CLIL teaching and covering topics including content-based learning, working with words and lesson-planning.
In this article, John Clegg states the importance of CLIL teachers collaborating with others to create a powerful learning system.
Despite the self-explanatory nature of the phrase 'Content and Language Integrated Learning', the true nature of CLIL still remains elusive. This introductory article (of four) briefly analyses a series of broadly-accepted definitions of CLIL as a way of highlighting its most significant characteristics.
Peeter Mehisto, lead author of Uncovering CLIL and a practising CLIL teacher trainer, explores the concept of CLIL - what it is and equally as important, what it is not. He examines why CLIL is gaining in popularity and how it will affect the way you teach.
Vocabulary is a very broad area in foreign language learning. In this article Keith Kelly explores two main points: identifying which words to teach and techniques for dealing with new words.
To overcome the language barrier, CLIL teachers need to plan their lessons to include language support as well as content teaching. John Clegg explores the strategies that can be applied.
Perhaps due to its relatively recent birth as an approach with a label, CLIL shelters a broad range of practice under its pedagogic roof. But if it is to be taken seriously as an approach, and then adopted by the world of pedagogy, it needs to have identifiable limits. We need to be able to say what it is, but also what it isn't. In what ways does CLIL manifest itself in terms of curricular types, and perhaps more simply - how do you know if you're 'CLIL-ing', to quote a new verb?
Carol Read offers practical guidance on content-based learning, including tips for choosing suitable cross-curricular topics and activities.
Can CLIL improve language and subject teaching at the same time? Phil Ball examines this bold claim by contrasting task design in native speaker and CLIL lessons, looking at the procedures and processes students undergo to acquire content knowledge.
Can CLIL deliver? Phil Ball looks at some of the challenges facing CLIL, as it attempts to both gain a foothold in standard educational practice and at the same time convince its doubters that it can really deliver.
Launching and developing a sustainable CLIL programme need not be a daunting prospect for schools. In this practical and insightful article, leading CLIL author Peeter Mehisto guides us through the planning and the pitfalls that can make or break a CLIL programme.
In this article the author explores the rationale behind CLIL education programs setting INEBI and BHINEBI as examples of learning integration in the Basque Country, Spain.
In this article Dr. Brian Bielenberg explores the advantages and disadvantages of top-down and bottom-up approaches to initiating CLIL programs, concluding with a discussion of a hybrid approach that appears to provide the best possibility for successful and sustainable CLIL implementation.
Adrian Tennant sets out why he thinks the issue of methodology is as important and challenging as the issue of language proficiency.
Keith Kelly argues that language, and an explicit focus on it, is at the heart of CLIL methodology.
In this article John Clegg outlines the language and learning skills which a learner learning a subject through the medium of English as a second language (L2) requires.
In this article, Keith Kelly explores the definition of CLIL and gives advice to ELT teachers on how to maximize results in the classroom.
Kay Bentley questions and explores the role of TKT: CLIL in the professional education sphere.
In this article, Phil Ball challenges the idea that CLIL is an ‘umbrella term’ that covers many educational practices. Instead, he suggests that CLIL is actually a specific methodological practice and gives his own six-point definition.
In this article, John Clegg talks about the importance of explicitly teaching general academic language, particularly for learners of a subject in L2.