Daniela Melo
It’s CLIL time!
Content and Language Integrated Learning
Breackthrough (1990)
✓ 2 languages ✓ Languages coexist
✓ 2 systems ✓ 1 system
✓ Disconnected ✓ Connected
✓ Subtractive ✓ Addictive
“ Learning through language”
“ Learning by construction not by instruction”
“ Emotions drive attention,
Attention drives learning and memory,
Feelings are facts.”
01
Definition
“A dual-focused educational approach in
which an additional language is used
for the learning and teaching of both
content and language”
Mehisto, Marsh & Frigols,
2008:9
If subject teachers are being asked to
understand language, why cannot
language teachers be asked to understand
(and use) content?
The twin core features of CLIL are basically these:
Hard CLIL Soft CLIL
Supporting language supporting content
learning in content learning in language
classes classes
supporting language awareness in content classes
supporting content awareness in language classes
The twin core features of CLIL are basically these:
LEST CELT
Language Enhanced Content Enhanced
Subject Teaching Language Teaching
In subject matter learning, we overlook to the
role of language as a medium of learning
The combinations are various, but this is good teaching:
adjusting the ‘volumes’ according to the shifting demands.
(Three dimensions)
Content consists of:
concepts, procedures,
language, attitudes
How do we priorize
content and still working
with language?
To be successful, a CLIL course is probably built
around pedagogical and academic tasks
engaging students in learning by doing, which
comprises acting, observing and reflecting
on the data collected, while exposing them to
the target language . This should lead to
affective and cognitive involvement and, as a
consequence, to better learning.
Comprehensible input and output
Input Output
exposure to a language which is the learners “need to be pushed from
comprehensible because of the context, semantic into syntactic processing
but which is at a slightly higher level than mode by requiring them to encode
the learners’ competence and should comprehensible messages”
automatically promote acquisition
02
BICS x CALP
Basic Cognitive
Interpersonal Academic
Communicative Language
Skills Proficiency
This means understanding and learning to use grammatical structures,
functional language, and a great quantity of vocabulary, which is “content-
obligatory”, or specialist, and “content-compatible”, or general but topic-
related (Bentley, 2010:11).
What happens if the
language demands of the
task are simply too high for
the learners?
➢ A tool for confronting
inequalities
Translanguaging is when a person who
knows more than one language freely
uses all her languages to ask questions,
understand, learn, explain and
communicate in a social (often
educational) setting.
Children use the language that they are
most comfortable in to acquire and
process the knowledge they need for
completing a task.
Translanguaging is a naturally occurring
human phenomenon that constitutes
the thinking and meaning-making
processes of interactional participants.
Journal of Language Identity
& Education · July 2017
Translanguaging
1 2 3
it allows the development
it contributes to lowering of academic language it ensures spontaneity when
students’ fear of failure proficiency in both discussing course results
languages
Plurilingual teachers:
Beducation is for There are no
01 children, not for the 02
monolingual text.
language, so, be flexible!
03 Emotions + 04
Language goes beyond
engagement = voice linguistic.
Give them
05 06 Let them shine!
scaffolding (ZPD)
Translanguaging
03
Cognitive Challenge
For the subject content, learners need to
develop specific operating skills such as
solving problems, together with low-order and
high-order thinking skills such as describing,
classifying and matching (LOTS) and analyzing,
interpreting and applying (HOTS)
(Bentley, 2010:21)
Balance
● the CLIL Matrix adapted from Cummins (1984) by Coyle et al (2010:43-44)
is a useful tool which enables the teacher to balance linguistic and
cognitive demands, generally aiming to avoid either low or high
cognitive demands on both content and language at the same time, and
thus to prevent demotivation being caused by tasks which are either too
easy or too difficult
What do you see as
potential difficulties and
challenges of a CLIL
approach?
“O relacionamento positivo e próximo
com as famílias beneficia o
aprendizado dos alunos”
Jaqueline Pexoto
“50% das coisas na vida dependem
diretamente de nós, e as outras 50%,
não”
Amanda
“É preciso observar, entender, não julgar
e acreditar no momento certo para as
coisas”.
Yago
“Sem afeto, não há aprendizagem”
Connection first!
Brenda
“Temos como compartilhar ideias, sugestões,
experiências, atividades que dão certo e que
se destacaram no planejamento resultando
em alunos felizes e mais conectados a fim de
crescerem juntos e ter uma aprendizagem
efetiva”.
Jaqueline Busnardo
Articles’ Presentations
1. Go to: Padlet ([Link]
2. Choose one article
3. Write your name on it
4. Create a 10 minute presentation (with the people who wrote their names under the
article)
5. Presentations 27/04
Thank you!