1. Language Importance

Regarding communication or language in CLIL, two key terms are interaction, and progression in language using (Coyle, 2010). It is principal to differentiate between language using and language learning. CLIL language use/communication goes beyond the grammar system but, at the same time, does not reject the essential role of grammar and lexis. The emphasis here is on communication and immediate demands.

Language is linked with content and cognition – when learners learn through a foreign language, they reconstruct the content using related cognitive processes. Coyle emphasises that this language must be accessible to learners (2010). A language in CLIL is used as a communication tool; at the same time, the language is taught to learners. The author (2010) presented the concept of the Language Triptych, which reflected the complexity of language learning and using CLIL. This concept is also known as the 3A framework (Analyse, Add and Apply) guidance for CLIL lesson planning.

A novice CLIL teacher may formulate the following questions connected to language:

What language do they need to work with the content?

Is there any specialised vocabulary and phrases?

What kind of discussions will they engage in?

Will I need to check out key grammatical coverage of a particular tense or feature?

What about the language of tasks and classroom activities?

What about discussion and debate?

Learner-learner and learner-teacher communication should be in the target language as much as possible. It might sometimes be demanding when dealing with the complex topics of the content subject. Teachers must try to adapt their language to the learners’ level and help learners understand what is being discussed.