CLIL in the Context of Foreign Language Teaching

1. Foreign Language Teaching

Teaching a foreign language includes

• Language competencies - to become fluent in the target language through speaking, listening, reading, and writing.
• Communication Skills - to provide learners the ability to express themselves  in authentic contexts.
• Grammar Skills - to construct understandable sentences requires an understanding of grammar rules and structures.
• Vocabulary Acquisition -  to acquire a large vocabulary is necessary for both verbal expression and comprehension.
• Cultural Competencies -  gain knowledge of the target language's customs, traditions, history, and social norms improves language comprehension and fosters cultural awareness.
• Technology Integration - to  improve learners engagement, offer interactive learning opportunities, and make real language materials more accessible.
• Pragmatic Competence - to understand when and how to use language appropriately in a variety of social contexts, both formal and informal.
  

For this reason, the Content and Language Integrated Learning (CLIL) method is currently considered an effective method of acquiring knowledge from a non-linguistic subject and language. Due to the modernisation of everyday life, it is necessary to modernise and innovate the teaching process. It is the CLIL method that brings something "new, non-traditional, out-of-mainstream education" into foreign language lessons, but also in non-language subjects.
  
  

1.1. Warmer

The KWHL concerns your expectations of this topic (see the document KWHL). 

Reflect on what you already know about the topic. It could be based on previous lessons, personal experiences, or things you have heard or read about. Write down any facts, concepts, or ideas that come to mind.

Reflect on the areas you are curious about or feel require further investigation. Are there any topics or subjects you would like to learn more about? Make a list of areas of your interest.

Within your portfolio, record your learning as you study or conduct further research. Make notes about new knowledge, interesting findings, or responses to your questions in the "Want to know" section. Consider how your understanding of the subject has changed.

By taking these steps, you will be ready to monitor your progress and gain a deeper understanding of the topic as you continue studying it. You will also activate your prior knowledge and set clear learning objectives.

1.2. Learning a Language or Learning through Language

CLIL is one of many approaches and didactic methodologies in foreign language teaching.

Instead of formal language teaching and learning, CLIL offers immediate opportunities for students to use their new language skills; furthermore, it helps achieve the European Union’s language learning goals. 

source: adapted from Clegg, J., (n.d.) Planning CLIL lessons. Retrieved from http://www.onestopenglish.com/clil/methodology/articles/article-planning-clil-lessons/500472.article

2. CLIL, Bilingualism and Immersion

Bilingualism, as an objective of EU language policy, influenced by individual national policies, undergoes constant re-evaluation of effectiveness.

CLIL and bilingualism

• Content and Language Integrated Learning (CLIL) is closely linked to bilingual education but differs in its objectives.

• CLIL aims to improve students' ability and confidence in using the vehicular language rather than aiming for full bilingualism.

• CLIL provides students with a practical and enriching language learning experience, focusing on both language and content.
  

2.1. Bilingualism vs. CLIL

Bilingualism refers to the ability of an individual to proficiently speak and understand two languages. Bilingual individuals have varying degrees of fluency in both languages, ranging from being fully proficient in both to having a higher proficiency in one language over the other. Bilingualism is valued for its cognitive, social, and cultural benefits, allowing individuals to navigate different linguistic and cultural contexts effectively.

Bilingualism can be acquired through various means, such as 

• growing up in a multilingual environment, 
• formal language education, or
• immersion programs.

2.2. Immersion vs. CLIL

A method of teaching called language immersion involves immersing learners in the target language from beginning through completion. This means that instruction, communication, and interaction in the classroom occur predominantly or exclusively in the target language, with minimal to no use of the students' native language.

Language immersion programmes come in a variety of forms:

• Full Immersion - all instruction is given in the target language.
• Partial Immersion -  instruction is progressively increased to include more of the target language during the school day or week.
• Dual Immersion - to foster bilingualism and biliteracy, the programme enrols native speakers of the target language and native speakers of a different language. Instruction is given in both languages.

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.