FACULTAD DE CIENCIAS BÁSICAS Y EDUCACIÓN

DEPARTAMENTO DE LENGUAS MODERNAS

Students: Gemima Villarreal, Carlos Andrés Hostia, and Julio Ríos Date: April 20th, 2020 Grade: o2 Teacher: Maria Angélica Acosta
In a comparative chart clearly state the similarities and differences between CLIL and CBI
APPROACH SIMILARITIES DIFFERENCES
 Both teach content through the language. “Diverse methodologies are
used which lead to dual-fo-
CLIL: Content and Language  The L2 is the medium of instruction. cused education where
Integrated Learning attention is given to both topic
 The curriculum is the same as for L1. and language” (Marsh, 2008,
p. 1986).
 Overt support exists for the L1. “a dual-focused educational
approach . . . a fusion” of both
 The programme aims for additive subject content and language
bilingualism. Exposure to the L2 mainly in learning” (Coyle, Hood, &
the classroom. Marsh, 2010, p. 6)
“Parts of the curriculum are
 Students enter with similar levels of L2. (7) delivered through a foreign
The teachers are bilingual. language. Learners acquire the
target language naturalistical-
 The classroom culture is that of the L1. ly” (Coleman, 2006, p. 4).
“Learners are engaged in a
 CBI/CLIL refers to a variety of pedagogical joint learning practice of
programmes and their study has been subject matter and foreign
approached from different theoretical and language” (Smit & Dafouz,
methodological perspectives.  2012, p. 1)
 With CLIL you can teach subjects such a
 CBI/CLIL aims at pluralism and enrichment science, history, math, geography, etc.to
and not at assimilation. The idea is that by students through a foreign language.
becoming multilingual students will be able  Integrate language and skills, and receptive and
to communicate with other people, to get a productive skills
better understanding of other cultures, to be  Lessons are often based on reading or listening
 better prepared for the job market and, in texts / passages
some cases, to contribute to the development  The language focus in a lesson
of minority languages. does not consider structural
grading
 Language is functional and dictated by the
context of the subject
 Language is approached lexically rather than
grammatically
 Learner styles are taken into account in task
types.
 It encompasses many different forms of
learning context Inter-related methodologically
 It can enable a school to overcome curriculum
constraints by actively introducing additional
languages into the curriculum
 Children acquire a second language naturally
and spontaneously.
 With CBI you can combine language and
content learning.
 Content is taught and learned in L2; teachers
and students are held accountable for content.
CBI: Content-based instruction  Content learning is priority.
 Language learning is secondary
 Content objectives determined
by course goals or curriculum.
 Language emerges from content
and social interactions.
 Teachers must select
language objectives.
 Students are primarily evaluated
on content mastery.
 Content is used to teach and learn L2, but
teachers and learners aren’t held accountable for
it.
 Language learning is priority.
 Content learning may be
considered incidental.
 Language objectives are determined by L2
 course goals or curriculum.
 Students are evaluated on
language skills/proficiency.
 Language objectives drive decisions about how
content is integrated