• Exploring the significance

and methodology of Content

and Language Integrated
CLIL in ELT Learning in education.
Introduction

Content and Language

Integrated Learning (CLIL)
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.
In ELT, forms of CLIL have previously been known as 'Content-
based instruction', 'English across the curriculum' and 'Bilingual
education'.
We will go through these questions to find out more about CLIL

1. Why is CLIL important?

2. How does CLIL work?
3. The advantages of CLIL
4. CLIL in the classroom
5. The future of CLIL
6. Where is CLIL happening?
Importance of CLIL
 With the expansion of the EU, 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.
Why is CLILWith increased contact between countries, there will be an increase in
important? 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. This is still true for us on the other side of the
world.
We can infer then that CLIL plays an essencial role in
promoting multilingualism across the globe.
 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
How does of natural language seen in context. When learners are interested
CLIL in a topic they are motivated to acquire language to communicate
work? 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.
The advantages of CLIL
CLIL helps to:
• Introduce the wider cultural context
• Prepare for internationalisation
• Access international certification and
enhance the school profile
• Improve overall and specific
language competence
• Prepare for future studies and / or
working life
• Develop multilingual interests and
attitudes
• Diversify methods and forms of
classroom teaching and learning
CLIL in the classroom
 CLIL assumes that subject teachers are able to exploit opportunities for
CL language learning. The best and most common opportunities arise through
reading texts. CLIL draws on the lexical approach, encouraging learners to
IL notice language while reading. Here is a paragraph from a text on fashion:
in The miniskirt is a skirt whose hemline is high above the knees (generally 200-300 mm
above knee-level). Its existence is generally credited to the fashion designer Mary
th Quant, who was inspired by the Mini Cooper automobile, although André Courrèges is
e also often cited as its inventor, and there is disagreement as to who invented it first.
The language to be looked at in a passage like this falls into three
cla categories - subject specific, academic and other lexis including fixed
ssr expressions and collocations:
oo
Subject specific Academic Other language
m
above the knee(s)
miniskirt credited credited to
hemline designer inspired by
knee-level cited cited as
fashion designer invented disagreement as
to
CL
IL
The treatment of this lexis has the following features:
in
th
e • Noticing of the language by the learners
cla • Focus on lexis rather than grammar
ss • Focus on language related to the subject - level and grading are
ro unimportant
o • Pre-, while- and post-reading tasks are as appropriate in the
m subject context as in the language context.
The future of CLIL
There is no doubt that learning a language and
learning through a language are concurrent
processes, but implementing CLIL requires a
rethink of the traditional concepts of the
language classroom and the language teacher.
The immediate obstacles seem to be:

• Opposition to language teaching by subject

teachers may come from language teachers
themselves. Subject teachers may be unwilling to
take on the responsibility.
• Most current CLIL programmes are experimental.
There are few sound research-based empirical
studies, while CLIL-type bilingual programmes are
mainly seen to be marketable products in the
private sector.
The future of CLIL
• CLIL is based on language acquisition, but in
monolingual situations, a good deal of conscious
learning is involved, demanding skills from the
subject teacher.
• The lack of CLIL teacher-training programmes
suggests that the majority of teachers working on
bilingual programmes may be ill-equipped to do
the job adequately.
• There is little evidence to suggest that
understanding of content is not reduced by lack of
language competence. Current opinion seems to
be that language ability can only be increased by
content-based learning after a certain stage.
The future of CLIL
• Some aspects of CLIL are unnatural; such as the
appreciation of the literature and culture of the
learner's own country through a second language.

Until CLIL training for teachers and materials issues

are resolved, the immediate future remains with
parallel rather than integrated content and language
learning. However, the need for language teaching
reform in the face of Europeanisation may make
CLIL a common feature of many European
education systems in the future.
 CLIL has precedents in immersion programmes (North America) and
Where is CLIL education through a minority or a national language (Spain, Wales,
happening? France), and many variations on education through a 'foreign'
language. Euro-funded projects show that CLIL or similar systems are
being applied in some countries, but are not part of teacher-training
programmes. There has been an increase in the number of schools
offering 'alternative' bilingual curricula, and some research into training
and methodology. Several major European organisations specialising
in CLIL projects have emerged, including UNICOM, EuroCLIC and
TIE-CLIL (see web references for details).
In the UK the incentive comes from the Content and
Language Integration Project (CLIP) hosted by CILT, (the
National Centre for Languages) which is the UK
government's centre of expertise on languages. CILT
monitors a number of projects covering the 7-16 age range
and involving innovations in language teaching such as the
integration of French into the primary curriculum. Other
research is based at the University of Nottingham, while
teacher training and development courses in CLIL are
available through NILE (the Norwich Institute for Language
Education).
Where is CLIL happening?
Long-term CLIL is designed to facilitate long-term learning outcomes,
Learning with studies indicating that students may achieve
academic proficiency in a foreign language within 5-7
Outcomes years of consistent exposure in a well-structured bilingual
program. The focus on meaningful content allows learners
to engage with the language over extended periods,
leading to improved fluency and comprehension. In
addition to language skills, CLIL cultivates critical thinking,
adaptability, and cultural awareness among students,
preparing them for future academic endeavors and
professional environments. Ultimately, the long-term
benefits of CLIL position learners for success in a
globalized world.
Final Thoughts

The core of CLIL methodology involves the integration of language and

content, allowing students to learn a subject while simultaneously
developing their language skills. This dual-faceted approach enriches
the learning experience, as learners engage with academic content in a
meaningful context. Language becomes a tool for communication and
comprehension rather than merely a subject to be studied. The effective
integration of language learning into content areas not only enhances
understanding but also promotes cognitive engagement, enabling
students to make connections between the language and the subject
matter.
 Final Thoughts
We can conclude that, CLIL stands as a dynamic educational
approach that merges content learning with language acquisition,
fostering a multilingual society. Its focus on integrating language
into diverse subjects enhances communication skills, motivates
learners, and results in meaningful long-term educational
outcomes. Effective teacher training and supportive educational
frameworks are essential for implementing CLIL successfully,
ensuring that both educators and learners are prepared to
navigate the complexities of a multilingual world. The significance
of CLIL in today’s interconnected society cannot be overstated, as
it equips individuals with the skills necessary to thrive in various
cultural and professional contexts.
Thank
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