CLIL Articles

In this subsection

• Activity types in CLIL

  Can CLIL deliver? In his final article, 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.

• Bilingual schools in Argentina: Has CLIL always been around?

  Laura Renart, a teacher and teacher trainer, shares her insights into bilingual education in Argentina.

• Fielded discussion on CLIL: CLIL Revisited

  The Young Learners and Teenagers email discussion group is housed in yahoogroups and is famous for its activity and energy in many educational contexts and so it was a pleasure to lead a fielded discussion on the area of CLIL from Monday April 20th to Friday April 24th, 2009.

• How do you know if you're practising CLIL?

  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?

• Skills for CLIL

  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.

• Training CLIL Teachers: The Zurich Approach

  A brief look at key skills for training CLIL subject and language teachers in the context of Zurich‘s University of Teacher Education

• What is CLIL?

  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.

• Language, concepts and procedures: Why CLIL does them better!

  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.

• Teacher collaboration in CLIL

  In this article, John Clegg states the importance of CLIL teachers collaborating with others to create a powerful learning system.

• CLILing Me Softly in Thailand: Collaboration, Creativity and Conflict

  This article looks at the implementation of CLIL in Thailand; the hopes and challenges, successes and failures of the project. Concluding, how like any other curriculum innovation, CLIL in any context takes time and repeated experimentation to enable success.