Phil Ball
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Article: Defining CLIL parameters
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.
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Article: Activity types in CLIL
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.
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Article: 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.
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Article: 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 ...
ArticleArticle: 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.