CLIL in the Context of Foreign Language Teaching

3. Core elements of CLIL theory

The following elements can be considered core attributes of CLIL theory, which overlap at various points:

Teaching various subjects in the target foreign language

The integration of language teaching and immersion in another subject provides the possibilities and necessity for all other core attributes.

Linking  language and content learning objectives

The integration of objectives forces teachers and students to combine both language and content matter into every lesson, connecting them to enhance processing of information and thereby learning effectiveness. The use of learning objectives and the formulation of those goals is a part of CLIL: it helps structure learning (scaffolding) and provides students with some learning strategies.

Adjusting language input

To ensure meaningful communication, it is important that the language in the classroom is tuned to the level of students. This includes spoken language and written language. The perfect level of foreign language input is just above the pupil level, often referred to as i+1. The selection of input also includes considering different learning styles and multimodality, discussed below.

Stimulating language output

The production of language and content both enhances and evaluates the learning process. CLIL requires students to learn by using the language, and it is important to stimulate the use of language where possible.

Providing strategies for  learning

One way to help students deal with input and produce output is to teach them how to solve problems themselves. Besides, it makes students more independent, allowing them to come closer to authentic language exchange.

Activation of learner's prior knowledge

Another way to help students understand and participate in foreign language classes is first to activate their available knowledge. In addition, activation may increase motivation, provide more structure to the lesson, and implement individual students' differences in the lesson.

Cooperative learning

To create a meaningful language exchange, it is important that students spend time working together and learning from each other. It also facilitates language processing and production, as pupils can help each other understand and produce language and content.

Scaffolding

Scaffolding is the practice of facilitating learners' understanding of language or content and the production of both. This can be done in many ways, including through the other CLIL elements. Essentially, it displays the teacher's awareness of the difficulties of providing content in a foreign language, which they then counter by providing students with the tools and help to work with the materials.

Multimodality

Multimodality in lessons ensures students will receive input and produce output in different ways: visual, spoken, written, hands-on and practical. It facilitates and broadens understanding and provides pupils with 'modes' that cater to different learning styles and learning strategies.