Content and Language Integrated Learning (CLIL) has become the umbrella term describing both learning

another (content) subject such as physics or geography through the medium of a foreign language and
learning a foreign language by studying a content-based subject.

CBI/CLIL

CBI – Content-based Instruction (of language)

•Content acts as a vehicle for language learning
•Intended outcomes are language /
performance oriented
•Students are assessed on language learning
outcomes
•Content learning outcomes are peripheral or
at a general knowledge level
•CBI approach often used in language classes
by language teachers
•Also known as Content-based Language
Teaching (CBLT)

CLIL – Content and Language

Integrated Learning
← Soft CLIL Hard CLIL →
•Classes have a dual focus, on both
content and language learning
•Intended outcomes are language /
performance and content oriented
•Students are assessed on language and
content learning outcomes
•CLIL courses often taught by language
teachers (Britain, Japan, South America)
or content-specialist teachers (Europe)
•Also known as Integrating Content and
Language in Higher Education (ICLHE) or
Integrating Content and Language (ICL)

Complications
•Blurred edges between categories
•Classroom activities often not that different, especially as more EMI programs adopt active /
participatory learning
•Both CLIL and EMI often used as umbrella terms for anything on the continuum
•Terms used differently in ESL / EFL contexts, regional variations
•Shifting definitions over time, lack of wide consensus on definitions
•Lack of explicit training in each of the approaches

https://www.researchgate.net/publication/315667104_CBI_CLIL_EMI_Differing_Approaches_and_Goals
?fbclid=IwAR2k9at1FDjKroNOKVzxfxP0hARLbjuw8AO5QLJbBdpthtKj5AJlRyZdGj4
Content Based Instruction

- An approach to language teaching that organizes instruction around meaningful content or

subject matter. The integration of language and content.

- Content-driven, content is more important than the language

Rationale for CBI

- Meaningful and comprehensible input in context

- Zone of proximal development – students are engaged in very complex tax and activities

- Overall academic achievement

Characteristics of effective CBI

-contextualize learning . focus on meaningful, relevant content

-focus on language development

-use of relevant and appropriate authentic and adapted text and tests

(bridging activities, graphs, charts)

-Participation in learning tasks that promote learning of content. Cooperative task, project-based
activities

-development of learning strategies and academic skills (note taking, summarizing, paraphrasing.
Predicting. Confirming – strategies used)

CBI program models

-sheltered instruction (more content -driven or subject-led)

-Theme-based instruction (more language-driven or language-led) – environmental science, math

-Adjuct model (between content-and language-driven programs)

-skills-based model

CLIL

-CLIL launched in Europe in the 1990s

-Conceptualization of CLIL: methodological, a pedagogic tool, an innovative methodological approach

-Definition: CLIL is a dual-focused educational approach in which an additional language is used for
learning and teaching of both content and language

-The Scope of CLIL is not clear-cut and as a consequence its core features cannot be clearly identified
The students are both learning the subjects and they are also exposed to the target language.
CBI in North America/CLIL in Europe

Approach

- People learn a second language more successfully when they use the language as a means of
understanding content, rather than as an end itself.

- Content-based instruction better reflects learners’ needs for learning a second language

- Content provides the basis for activating both the cognitive and the interactional processes that
are the starting point for second language learning

Design

- To develop intercultural communication skills

- To prepare for internationalization

- To provide opportunities to study content through different perspectives

- To access subject-specific target language terminology

- To improve overall target language competence

- To develop oral communication skills

- To diversify methods and forms of classroom practice

- To increase learner motivation

Learner roles

In CBI, learners are expected to acquire language together with content through the noticing and
awareness-raising activities the teacher makes us of. For this reason, the learner is expected to process
language consciously as well as intuitively.

Both CBI and CLIL require active participation on the part of the learners, with a goal toward learner
autonomy.

Teacher roles

In the case of CBI, teachers have to familiarize themselves with (design of courses and materials), at
times, difficult and unfamiliar content and often have to develop their own courses or choose and adapt
materials that provide a basis for CBI.

In the case of CLIL, a key focus is ensuring that students have understood the material presented.

The role of instructional materials

In both CBI and CLIL, the materials play a central role and may be specially designated materials,
materials used to teach content subjects, and a variety of different forms of authentic materials.

Issues

Many argue the thrust of the lesson: is it using language to teach content, or content to teach language?

Various descriptions of teaching aim

*content-driven

*language-focused

*language-based

*content-oriented

The definition of content -

Aims

1. Prepare learners for an immersion environment (native speaker schools)

2. prepare students to write on their subject area in world-class foreign language journals

3. motivate learners through use of interesting topics/materials outside of traditional language study
areas

4. other campus purpose (which may have little relation to the learners)

Why is CLIL important?

With the expansion of the European Union, diversity of language and the need for
communication are seen as central issues.

 Even with English as the main language, other languages are unlikely to disappear. Some
countries have strong views regarding the use of other languages within their borders.

 With increased contact between countries, there will be an increase in the need for
communicative skills in a second or third language.

 Languages will play a key role in curricula across Europe. Attention needs to be given to
the training of teachers and the development of frameworks and methods which will
improve the quality of language education

 The European Commission has been looking into the state of bilingualism and language
education since the 1990s, and has a clear vision of a multilingual Europe in which
people can function in two or three languages.
How does CLIL work?
The basis of CLIL is that content subjects are taught and learnt in a language which is not the
mother tongue of the learners.

 Knowledge of the language becomes the means of learning content

 Language is integrated into the broad curriculum

 Learning is improved through increased motivation and the study of natural language
seen in context. When learners are interested in a topic they are motivated to acquire
language to communicate

 CLIL is based on language acquisition rather than enforced learning

 Language is seen in real-life situations in which students can acquire the language. This is
natural language development which builds on other forms of learning

 CLIL is long-term learning. Students become academically proficient in English after 5-7
years in a good bilingual programme

 Fluency is more important than accuracy and errors are a natural part of language
learning. Learners develop fluency in English by using English to communicate for a
variety of purposes

 Reading is the essential skill.