ANALYTICAL SUMMARY - TEMPLATE

Text title: Influencing Factors on In-Service Teachers' Competence in

Planning CLIL
Name of the author: Custodio-Espinar, M.
Planning CLIL

Year of publication: 2.020

Summary of the text: (100 - 200 words)
CLIL implies a cognitive and linguistic demand, therefore Teachers who deliver CLIL lessons have to put into
practice a wide variety of competencies ranging from pedagogical demands (content and language knowledge and
awareness, CLIL fundamentals and management, and learning resources and environments) to personal and
professional skills (personal reflection, interpersonal a collaborative competence), as It is required to integrate
language and content in a single lesson, The majority of authors who have defined the competencies of the CLIL
teacher agree on the importance of providing these teachers with the appropriate tools to develop an adequate
lesson plan, Therefore. It is important to determine what the core elements of a CLIL lesson plan are. The CLIL
lesson plan must include the four CLIL components defined by Coyle (1999): Content, Cognition,
Communication, and Culture, known as Coyle's 4Cs.

Keywords: (6-10 words) CLIL teacher competencies; CLIL lesson plan; ): Content,
Cognition, Communication, and Culture.

Problem addressed by the text: present the situation or the content to be demonstrated, what
is sought.
What competencies the CLIL teachers have to have to a planer and teaching the English language, taking into
account the real context of students?
Text objectives:
W

Improvement
27°C in the process of teaching foreign language learning (English).

What competencies the CILI teachers have to have to a planer and teaching the English language, taking into
4) ESP
account the real context of students?

4:35
Apply a coherent integration of theories and methodologies that underlie CLIL, such as student-centered, and
autonomous, flexible learning promoting the development of communicative competencies and ensure a
progression from lower-order thinking skills (LOTS). To higher-order thinking skills of English.
Main thesis of the author: Throughout history, there has been a lot of interest in the study and research about
how to improve the process of teaching foreign language learning (English), these studies have originating
important methodological and didactic changes in classrooms, for example, the innovative approach to integrate
content and language (CLIL) which emerged in Europe in the 90s. It is focused in of planning the classes taking
into account of learning pace of students, the levels of learning beginning with lower-order thinking skill to
higher-order thinking skill, the context, also creating enriched learning environments where students can
simultaneously learn both content and language while it is becoming more adept learners of both.

Information and communication technologies (ICT) resources can greatly contribute to the development of
activities and tasks that promote the type of learning required by CLIL and help students to progress autonomously
at their own pace, thus facilitating the development of strategies of academic-scientific learning.
Arguments from the author:

CLIL teacher competencies

order to offer adequate education and training to CLIL teachers, it is, first of all, necessary to decipher their
specific needs in practical terms, based on the competencies required to integrate language and content in a single
lesson. The majority of authors who have defined the competencies of the CLIL teacher agree on the importance
of providing these teachers with the appropriate tools to develop an adequate lesson plan.

The CLIL lesson plan

The CLIL lesson plan must include the four CLIL components defined by Coyle (1999): content, cognition,
communication, and culture, known as Coyle's 4Cs, content needs to be seen through a conceptual, linguistic, and
procedural dimension, the language must be approached from content and cognitive processes necessary to study
in the foreign language, such as cognitive academic language proficiency (CALP), and from the interaction
processes involved in a real communicative context, such as basic interpersonal communication skills (BICS)
(Cummins, 1999). In CLIL, language is used to learn and communicate at the same time, must guarantee that
classroom interaction is supported by strategies that are adapted to the language proficiency of the students, and
content progress by combining different strategies to assess students individually and in groups.

Measurement of the CLIL lesson plan construct

There is a wide variety of CLIL lesson plan templates and designs which effectively include and describe Coyle's
4Cs, and integrate the CLIL methodological principles. The construct CLIL lesson plan was organized around five
major dimensions: core CLIL components, methodology, activities and resources, evaluation, and organization
measuring the level of integration of the CLIL methodological principles in their planning styles according to the
factors stage of education, curricular subjects, academic background, status at school, experience teaching CLIL
and type of school where they work.

Method, objectives and variables

Consolidation of the bilingual programs from the perspective of the teacher competence to plan CLIL lessons. The
specific objective was to analyze the differences in the degree of integration of the CLIL methodological
principles in the planning style, according to six factors: educational stage, curricular areas, academic background,
status at school, experience delivering CLIL and type of school of the CLIL teachers.

Conclusions of the text:

It is concluded that initial teacher education should include more effective training on the elements, activities,
resources, and evaluation in CLIL context, teachers with a higher level of CLIL should be promoted and
encouraged to share their experience so that they share their knowledge and good practices with their colleagues.
The lack of training have called for further development in this specific area of teacher education such as linguistic
and methodological training; initial mandatory education of CLIL: in-service training for teachers compatible with
family life (during working hours): They should include analysis of sample lesson plans and actual lesson
delivery. This type of research should guide the design of teacher training programs because the quality of
bilingual education also depends on the multiple competencies of the CLIL teacher, such as the competence to
plan CLIL lessons.
 References cited by the author: (maximum 5 main references)

Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision
of Bloom's taxonomy of educational objectives.

Boston, MA: Allyn & Bacon (Pearson Education Group). Assessment Reform Group (ARG). (2012). Assessment
for learning: Ten principles. Retrieved from http://www.hkeaa.edu.hk/DocLibrary/SBA/
HKDSE/Eng_DVD/doc/Afl_principles.pdf

Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into practice. Oxford, UK: Oxford University Press.

Banegas, D. L. (2012). CLIL Teacher development: Challenges and experiences. Latin American Journal of
Content and Language Integrated Learning, 5(1), 46-56. https://doi.org/10.5294/laclil.2012.5.1.4

Banegas, D. L. (2015). Sharing views of CLIL lesson planning in language teacher education. Latin American
Journal of Content and Language Integrated Learning, 8(2). 104-130. https://doi.org/10.5294/laclil.2015.8.2.3

Name of the author of this EDINSON LEEN GONZALEZ LAGUNA

analytical summary:
Date this analytical summary Octuber 2nd 2021
was done:
Final Comments: (your conclusions from the text)

The different studios show the importance of the training to all teachers in CLIL, for achieving better results in
teaching English as a foreign language, if the teacher mix in your plans of classes the content and language, it will
be able to reaches its aim easily, a good class is when it is involved and take into account the learning pace of
students, the context, real communication, grammar, content, common European framework of reference, the
experience of the teacher, previous knowledge of the student among another.

References:
Cambridge English. (2016). Teaching science through English – a CLIL
approach. https://www.geo-clil.ugent.be/wp-content/uploads/2016/03/Teaching-Science-through-English-A-CLIL
-Approach.pdf.
Custodio-Espinar, M. (2019). Influencing Factors on In-Service Teachers’ Competence in Planning CLIL. Latin
American Journal of Content & Language Integrated Learning, 12(2),
207–241. https://files.eric.ed.gov/fulltext/EJ1254515.pdf
Garrig, os-S. F. J. (2015). Strategies for Teaching in the XXI Century. Cambridge Scholars Publishing. (3)
28-43 https://bibliotecadigital.ipb.pt/bitstream/10198/13741/1/2015_cambridge_headpose_full.pdf
Keith, K. (2010). CLIL in Natural Science Subjects: language and task. Ikastaria, (17),
91-108. https://core.ac.uk/download/pdf/11503455.pdf
Marsh, D., Pérez Cañado, M. L., & Ráez Padilla, J. (2015). CLIL in Action : Voices From the Classroom.
Cambridge Scholars Publishing.
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ebk&AN=1077431&lang=es&site=eds-live&scope=site&ebv=EB&ppid=pp_63
Meyer, Oliver. (2013). Introducing the CLIL-Pyramid: Key Strategies and Principles for CLIL Planning and
Teaching. https://www.researchgate.net/publication/275887754_Introducing_the_CLIL-Pyramid_Key_Strategies
_and_Principles_for_CLIL_Planning_and_Teaching

Cruz, D. (2020). Content and Language Integrated Learning method (CLIL). [Video
file]. https://repository.unad.edu.co/handle/10596/38314