What is CLIL (A brief theoretical overview)

Dalia-Ona PinkevičienėLoreta Zavadskienė

What is CLIL?

An umbrella term covering a dozen of educational approaches (immersion, bilingual education, multilingual education, language showers, bains linguistiques...)

A continuum of educational approaches devoted to two main components – language and content

CLIL is referred to as dual-focused education as lessons have two main aims, one related to particular subject or topic and one linked to language. (The British Council page ‘Teachig English’)

Neither ‘translation’ of first language teaching into another language, nor ‘disguised’ systematic grammar.

Conceptual map for understanding CLIL: holistic, symbiotic view

Language Triptych

Benefits of CLIL

The whole that is greater than the sum of the parts Accelerates learning Nurtures a feel good (fun!) and can do attitude

towards language learning in general Fires the brain up, fires the neurons Rejuvenates teaching (David Marsh) Serves as a platform for ultimate students’ interest

in other languages and cultures Gives feelings of professional satisfaction and

cooperation to teachers

Discouraging factors

CLIL is complex There is no single model for CLIL – the context is to be taken

into account Who is to teach CLIL (language or subject teachers), and how

to combine both? Threat to the native language Insufficient understanding of content through the medium of

foreign language CLIL methodology and assessment are not clear – teachers

have to be supported Teacher overload

Current ELT interest in CLIL

CLIL programs are becoming common place in numerous countries in Europe (Austria, Finland, Spain, the Netherlands)

BUT NOT SO MUCH IN LITHUANIA!

What is Ecology to do with CLIL?

In CLIL, language learning is based on characteristics of ecology, i.e. it is holistic, interactive, dynamic, non-linear, complex, unpredictable, and situated in a certain context.

For this, the teacher needscreativity, initiative , and effort.

SO LET’S GO GREEN IN TEACHING!

List of References

Coyle, D., Hood, P. and D. Marsh 2010. CLIL Content and Language integrated Learning. CUP

Integruotas dalyko ir užsienio kalbos mokymas. Lietuvos Respublikos Švietimo ir mokslo ministerija, Vilnius, 2007

Ceruti, M. A. On Solid Ground. Matching Practice and Theory in a CLIL Perspective. Studies about Languages 16/2010

Järvinen, H. M. What is Ecology to do with CLIL? An Ecological Approach in CLIL. International CLIL Research Journal 2009

Lasagabaster D. and Sierra J. M. Language Attitudes in CLIL and Traditional ELF Classes. International CLIL Research Journal 1/2009

Janulienė A. On the Use of CLIL at Lithuanian Schools. Verbum 2010