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 talks about the importance of explicitly teaching general academic language, particularly for learners of a subject in L2.
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.
Kay Bentley questions and explores the role of TKT: CLIL in the professional education sphere.
Keith Kelly looks at examples of language used in making conclusions and findings from the area of science, categorized by nouns, verbs, word groups and prepositions.
Keith Kelly looks at examples of language used in making conclusions and findings from the area of geography, categorized by nouns, verbs, word groups and prepositions.
Keith Kelly looks at examples of language used in making generalizations from the area of science; these can be split into three broad groups: quantity, frequency and certainty.
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