In this lesson, I highlight fundamental aspects to guide your reading, explain concepts and provide examples to

help you see how to relate theory to practice. Read the compulsory bibliography and do the activities in groups of
4 or 5 students.
Deadline: May 4th

CLIL - Content and Language Integrated Learning in the Primary Classroom

What is CLIL?
Coyle et al. (2010, p. 1) define CLIL as “a dual-focused educational approach in which an additional language is
used for the learning and teaching of both content and language”.

The highlighted words additional language reveal that CLIL has not been developed for English Language Teaching
specifically, but for multilingual contexts, in order to upgrade performance and thus educate children from a
diversity of backgrounds to compete in the job market later in life. Nowadays, new technologies are facilitating the
exchange of information and knowledge; a fact that is bringing about the integration of the world in terms of
economy, communication, work, mobility, and languages among others. Mehisto et al. (2008) put forth integrated
learning as a form of approaching education and equipping learners with knowledge and skills to act upon a
constantly changing world.

View this short video in which David Marsh, one of the major CLIL referents worldwide, introduces the approach.
URL: https://www.youtube.com/watch?v=-Czdg8-6mJA&t=399s

In this context, the mindset of new generations is “learn as you use, use as you learn’ not ‘learn now, use later’
(Mehisto et al., 2008, p. 11). Then, educators should ask: what contents are relevant? What activities will better
equip learners with the skills to use the target language genuinely? What is the role of learning strategies (learn-
how-to-learn)? What issues in regard to authenticity (content, purpose, activities) should be addressed? Yet, it
would seem that many textbooks for children are way too far from this quest, since it is quite usual to encounter
such descriptions as ‘dogs have got four legs’, ‘elephants have got big ears’, ‘zebras are black and white’. These are
further reasons for teachers to explore approaches and design meaningful materials. In this lesson, we will look
into Content and Language Integrated Learning.

CLIL is an umbrella term that comprehends several models of instruction depending on the degree of emphasis on
language and content. I purport to focus on the Language-Driven end in order to approach ELT in the Primary
Classroom.

Content-Driven Language-Driven

Bilingual Education / English for Academic Purposes / English for Specific Purposes / Language classes with
(EAP) (ESP) frequent use of content
for language practice

Based on LEY N° 26.206, LEY DE EDUCACIÓN NACIONAL , the curriculum design for Buenos Aires Province upholds
the following aims for English Language Teaching at Primary School (4th/5th/6th grades).
The rationale of the curriculum design for English Language Teaching is sustained by Sociocultural Theories of
Education, Critical Pedagogies (how knowledge is co-constructed) and an Interactionist Perspective of SLA (how
languages are learned). In the post-method era, approaches to ELT have broken the paradigm of language
instruction based solely on a linguistic theory (Communicative Competence) and are nurtured by theories of
Educational Psychology. Hence, CLIL, Task-Based Learning and Project Work converge as varied frameworks to
construct knowledge about the world through language. Apart from this view of integrated learning, it is worth
mentioning the spirit of Intercultural Education ubiquitous in Ley 26.206 and the jurisdictional documents that
favours a context-sensitive pedagogy that fosters true understanding of sociocultural, political as well as linguistic
particularities.

How does CLIL contribute to effective language learning?

Curtain and Dhalberg (2016, pp. 38-39) enumerate the major advantages of CLIL.

1. Thematic planning makes instruction more comprehensible because the theme creates a meaningful context.
2. Thematic instruction connects content, language, and culture goals to a “big idea”. Wiggins and McTighe
(Curtain & Dhalberg, 2016, p. 38) ask, ‘What is really worth understanding?’ Certainly, not language in a vacuum.
3. Thematic instruction avoids the use of isolated exercises with grammatical structures, practised out of context,
that tend to fragment language at the word or sentence level and to neglect the discourse level.
4. Thematic planning changes the instructional focus from the language itself to the use of language to achieve
meaningful goals. In other words, language is used to communicate content related to the theme.
5. Thematic instruction involves activities or tasks that engage the learner in complex thinking and more
sophisticated use of language. Even at elementary level, learners will be willing to make an effort to communicate
a message when engaged in a topic provided they are properly guided and supported.
6. Thematic instruction involves the students in real language use in a variety of situations, modes, and text types.
7. Thematic instruction offers a natural setting for narrative structure and task-based organization of content.

CLIL foundation pieces. The 4 C’s framework

communication

culture content

cognition
Content
- “It is useful to think of content in terms of knowledge, skills and understanding we wish our learners to access,
rather than simply knowledge acquisition” (Coyle et al., 2010, p.53).
- content is clearly linked to the particular community
- content is substantive without being overwhelming
- content is related to learning and thinking
- contents establish connections across the curriculum

Cognition
- content, language and learning skills are articulated in co-operation with students
- learning builds on existing knowledge (meaningful learning)
- learners develop learning strategies
- learners synthesize and apply knowledge and skills acquired in several subjects
- connection between content and cognition. Coyle et al. inquire “What is a thinking curriculum for CLIL?” The
answer to this question leads us to think what goals we have in mind: knowledge acquisition or knowledge
construction? In order to elucidate this question, the authors refer to Benjamin Bloom, who developed a
taxonomy to classify different types of thinking that intervene in cognitive processing. He identifies lower-
order thinking skills (LOTS) and higher-order thinking skills (HOTS) which are integral for effective learning.
LOTS represent the foundations on which HOTS are built.

This is the revised version of Bloom’s taxonomy by Anderson & Krathwohl (2001). Let’s see some examples in
a didactic sequence based on Storytelling

HOTS:https://www.teachingenglish.org.uk/blogs/sakilandeswari/higher-order-thinking-skills-hots
https://www.readingrockets.org/article/how-increase-higher-order-thinking
Dramatizing a different ending
Discussing questions such as “Why do you think….?”
Using a Venn diagram to compare/contrast characters// How would you feel if you were….?
Predicting what is going to happen next
Filling in a story-map
Naming the characters of the story, answering questions about the plot, retelling key events

Communication
- students and teachers co-construct and negotiate meaning
- fosters the development of language skills
- learning to use language and using language to learn
- language learning involves a focus on form, while language using places emphasis on communication and the
learning demands of the moment (see language triptych below)
- Language Triptych:
language of learning: basic language related to the specific topic: lexis, functions, grammatical patterns
language for learning: expressions the learners will need to carry out the activities proposed. You will
see some examples in Coyle et al., and you may also think of simpler examples, such as: classroom
language, ‘What’s the meaning of……?’; language to engage in games, ‘It’s my turn’; introductory and
concluding expressions to present a project, ways of expressing opinions, agreeing/disagreeing)
language through learning: new language that will emerge as an outcome of learning. It cannot be
predicted: it emerges as students “need language to express a new idea which they have constructed
and which is not in their resources –this might involve dictionary work and teacher support” (p. 63).

- In chapter 3, Coyle et al. (2010) are interested in establishing the basis for language learning and teaching that
can be applied to CLIL, and set a polyphonic scenario in which the voices of relevant applied linguists state the key
principles:
 Language is a tool for communication.
 Language is a matter of meaning as well as form.
 Learner competence is related to genre, style, and correctness.
 Discourse does not only express meaning, but creates meaning.
 Multiple varieties of language are recognized.
 There is no single methodology for language learning and teaching, nor a set of prescribed techniques.
 The goal is language using as well as language learning.
 As we acquire new areas of knowledge, we acquire new areas of language and meaning.

Culture
- “Culture is the thread that weaves its way throughout any topic or theme” (Coyle et al., p. 54)
- Intercultural Education promotes the understanding of ideas, customs, behaviour that are representative of
different peoples and cultures.
- sensitizes the learner to value and respect diversity in all areas of life
- understanding the concept of “otherness” impacts on the discovery of the self

What can teachers do to facilitate integrated learning? Core CLIL features

Mehisto, P. et al. (2008:45)

What does ‘scaffolding’ mean?

‘He who would learn to fly one day must first learn to stand and walk and run and climb and dance; one cannot fly into
flying.’ Friedrich Nietzsche

 explaining a point using the register of language used by students;

 brainstorming a topic to determine the existing level of knowledge;
 providing language immediately, as it is needed;
 avoiding the use of synonyms when referring to key terms;
 inserting synonyms or definitions in parentheses into the original text;
 placing notes in the margin of handouts;
 shortening sentences;
 breaking materials into chunks;
 using graphic organizers such as Venn diagrams, tables and charts;
 reducing the number of tasks one gives to a student at one time;
 assessing obstacles to learning;
 highlighting the most important text in a passage;
 having students explain to the class how they solved a problem;
 using pictures and realia;
 having students sum up a text by writing headings for each paragraph;
 having students sum up a reading passage by writing a newspaper headline;
 having students cut out 40 to 60 per cent of the original text (précis);
 giving clues and asking follow-up questions;
 providing key phrases or words used in writing introductions, bridging paragraphs and conclusions,
together with a writing assignment;
 helping students to better understand and manage the learning process (Mehisto, P. at al., p. 140)

Ways of repackaging information

diagrams
graphic concept
organizers expander

mind repackiging
maps webs
information

graphs
pictures
tables

The role of mediation: instruction through the vehicular language

Quite often partial instruction through the vehicular language involves code-switching between languages. This is
known as «translanguaging». “Translanguaging refers to a systematic shift from one language to another for
specific reasons” (Coyle et al., 2010, p.16). Note the expressions systematic and for specific reasons: code-
switching should be planned and have a specific purpose, it should be based on the balance between language,
content and cognition. The teacher may use L1 to explain a concept, some learners may need to read a related
textbook in their mother tongue or may solve a problem using L1 while the teacher paraphrases and elaborates on
the answers in the target language. I have referred to Ofelia Ortega’s work in my comments on the wiki.

How can CLIL teachers plan a unit of work?

Even though there are a great deal of pathways a teacher can choose at the moment of designing a didactic
sequence -and there is no prescription about that- Kieran Egan’s Story Form Framework (Curtain & Dhalberg,
2016) provides simple but thought provoking questions to start thinking about planning a unit of work, a lesson, or
an activity:

What is most important about this topic?

Why should it matter to learners?
What is emotionally engaging about it?

Further questions may include:

What connections can students make between the topic and their lives/other curricular areas?
What language will students need to communicate about the concepts in this unit?
What kind of activities will help the students communicate?
What kind of materials will be the most interesting to bring the lesson come alive?
What values can the learners explore through the topic?
How can my students with special needs
What performance tasks will bring resolution to the unit and show the teacher and the students themselves that
the goals of the unit have been met? (This is commonly referred to as the final task)

Webbing to brainstorm ideas

As the figure below shows, webbing is a very good strategy to develop a topic and establish connections with
curricular areas. This enables teachers to see the whole picture before selecting the core components of the unit.

(Curtain & Dhalberg, 2016, p. 46)

Coyle et al. (2010) propose a map for planning based on the 4 C’s: content, cognition, communication, culture. In
chapter 4, the authors explain, illustrate, and provide guidelines for planning a CLIL unit through reflection points.
The questions in the reflection points sections are remarkably useful to generate ideas. The authors deconstruct a
unit on the theme Habitats into four stages, and offer guidelines to relate theory to practice.
The stages for lesson planning depend on the stage of instruction and the models vary: E-S-A; E-A-S-A (E= Engage;
S= Study; A= Activate); the narrative model (beginning-middle-and end//beginning-problem-solution). You will
deal with these models in the practice lessons with Prof. Graciela Del Río.

To conclude, there is no one single model of CLIL and the pedagogic decisions should always be context-bound
(Who are my students? What is the socio-cultural, economic background of the school community? What are my
goals? How can the lesson suit the aims of the Institutional Educational Project?). In a similar vein, the teaching
process is a constant exploration: planning-monitoring-evaluation-reflection. Coyle et al. (2010) conclude chapter 3
with these words:

A theory of practice emerges when the teacher begins to articulate his or her implicit knowledge and
understanding about teaching and learning. The teacher’s implicit knowledge becomes explicit through
this process –that is aware of his or her own knowledge (theory and practice) and can begin to actively
develop this. The starting point for a theory of practice is the teacher’s own professional beliefs (p. 45).

Activities
Group Work
1. Analyze the sample lesson in the appendix and answer the following questions:
What are the aims of the sequence?
How does the sequence cater for the needs of $th graders? (refer to characteristics of cognitive
development)
What components of the 4 C’s framework are present in the design? Support your answer.
What core CLIL features were applied during the activities?

2. You might have noted that the examples of unit planning provided by different authors are exhaustive.
Their ultimate goal might well be to showcase the wide range of possibilities at the moment of planning a
unit of work. Of course, planning a CLIL unit for a primary class at a school in our context is bound to be
adapted and delimited.
Bearing the comment above in mind, plan a unit of work based on the theme FOOD for 5th Grade at a
state school in Mar del Plata. Read the bibliography and the jurisdictional documents for Buenos Aires
province. The aim of this activity is to learn how to generate ideas around a topic. You may consult other
sources such as textbooks or websites (note: the Spanish acronym for CLIL is AICLE).

Bibliography

Compulsory
Cambridge University Press ELT (11/11/2010). David Marsh on CLIL. URL: https://www.youtube.com/watch?v=-
Czdg8-6mJA&t=399s
Coyle, D., Hood, P. & Marsh, D. (2010). CLIL. Content and Language Integrated Learning. Chapters 3 & 4. UK:
Cambridge University Press.
Curtain, H. y Dhalberg, C. A. (2016). Planning for Curriculum, Unit, and Lesson Design. In: Languages and Learners:
Making the Match. World Language Instruction in K-8 Classrooms and Beyond. 5th ed. Cap. 3. EE.UU.:
 Pearson.
Diseño Curricular para la Educación Primaria: primer ciclo, segundo ciclo. (2018). 1° ed. La Plata: Dirección General
de Cultura y Educación de la Provincia de Buenos Aires.
Ley N° 26.026. Ley de Educación Nacional. Buenos Aires, Argentina. 2006. Disponible en:
https://www.argentina.gob.ar/sites/default/files/ley-de-educ-nac-58ac89392ea4c.pdf

Complementary
CLIL. Isabel Pérez. www.isabelperez.com
Mehisto, P., Marsh, D. & Frigols, M. J. (2008). Uncovering CLIL. Content and Language Integrated Learning in
Bilingual and Multilingual Education. China: Macmillan Books for Teachers.
Scholastic. Lesson Plans. URL: https://www.scholastic.com/teachers/lessons-and-ideas/

Sample CLIL lesson APPENDIX A

Authors: María Soledad Bonora & Félix Funes
Escuela N°2 República de México
4th Grade
Topic: Animals.

Lessons 8 to 11
After reading having developed the theme Animals, and read a story about some children who
help their uncle free exotic animals from a theme park, the learners are told that they have an
important mission to fulfil. They receive a voice note from Uncle Joe asking them for help to
classify the animals and return them to their habitats. Uncle Joe sends the children some
pictures and they have to find out information about the animals and write the descriptions.

Stage 1
In order to write the descriptions, the teacher shows a page from an online encyclopedia and
analyses the type of discourse (purpose, audience, layout) and the information provided
together with the students. The teacher asks further questions for students to compare and
contrast the Kodiak bear with the Polar bear they have seen in the unit. Students read and
complete the fact file.
Then, the teacher announces that they have to include special facts about the Kodiak bear and
challenges the children to discover the wrong fact (in the light of the contents dealt with
throughout the unit + Science classes + background knowledge).
Stage 2
Language focus
Stage 3 (adapted)
Group work. SS receive a blank fact file and the photo of the animal they have to describe. In
groups, they find out information about the animal and complete the fact file. Note: the fact
files below show the expected outcome.

Stage 4 (adapted)
Students write the encyclopedia entries.

Stage 5
Students share their findings with the whole class and send the descriptions to Uncle Joe. (They
could also create a wiki)