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Good Practice Catalogue
The project focuses on bilingual education and CLIL methodology. Implementing these
two ideas into the project and school every day work we are planning to help our teachers and
students improve their key competences, language skills and motivate them for further
development of international relations by means of EU projects like Erasmus+ and/or
Knowing that the idea of CLIL is quite unknown to wider publicity our actions will also
aim at promoting this methodology among other educators, students and their parents in our
countries and beyond them.
Aims of the project
Multidisciplinary approach of our actions would focus on:
1. Bilingual education and CLIL in teaching
3. Strengthening cooperation between organisations acting for educational areas and the
exchange of good practices
Przedszkole Miejskie Nr 206 z Oddzialami Integracyjnymi w Lodzi, Poland coordinator
Przedszkole Miejskie nr 152 w odzi, Poland
Szkola Podstawowa nr 41 w Lodzi
Rainbow English d, Poland
PLATON M.E.P.E. Katerini, Greece
Koundoura Language Centre Katerini, Greece
Liceul Naional de Informatic, Arad, Romania
Grdinia Program Prelungit ,,Perluele mrii Constana, Romania
Asociaia de prini ,,Perluele magice Constana, Romania
DHMOTIKO SXOLEIO NEOI PORROI, Greece
Baheehir Koleji Gaziantep Ortaokulu, Turkey
Samsun Buyuksehir Belediyesi, Turkey
Tekkekoy 19 Mayis Ortaokulu Samsun, Turkey
Asociaia Creative Human Development Constana, Romania
A FEW WORDS ABOUT THE PROJECT
IDENTIFICATION NUMBER: 2014-1-PL01-KA201-003382
Good Practice Catalogue
When Europe gets unifying and all political barriers disappear, successful and cheap
communication with the world becomes possible. Therefore we call each other, text messages,
surf the Internet. We go abroad to enjoy holidays, exchange ideas, do business, make friends,
earn money, study, get to know ourselves and one another. We discover alternative cultural
lifestyles and learn to appreciate the variety of thinking and behaviour patterns.
To communicate successfully with others we need to speak foreign languages. The
easier it is for us to make friends with people beyond our language cicle, the more effort we
make to become fluent and reliable flow of information.
Basically, to understand why EU wants to eliminate European syndrome of the Babel
Tower we have to become aware of the fact that English becomes lingua franca according to
some research up to 2100 almost half of the world population will be able to communicate in
English. That is why European Council issued the document, declaring that each citizen of EU
should be able to speak English.
Taking into consideration that English has become a language of academic research
and science and at the same time the second obligatory subject in many schools, it seems more
that logical to connect these two achievements into one so that the student could benefit from
tchem at the same time. This is the core value of CLIL (Content and Language Integrated
Learning) where we replace traditional teaching of school subjects (lets say chemistry) in
Polish and a few hours of English lessons per week with a brand new perspective and
methodology. We use 2 in 1 method teaching chemistry THROUGH English language. This
preposition is crucial here as it is more about teaching THROUGH a foreign language, or even
instead of teaching IN it. Our ambitious aim is to describe chemical changes and processes
with all correctness and satisfy needs of language learners at the same time. Cognitive and
academic skills needed to understand scientific experiments, synthesis and analysis of the
matter go hand in hand with basic but content communication skills1.
What CLIL can do for your classroom?
Some might say that it makes no sense to implement CLIL at early school levels.
Our professional experience as well as project works prove that the reality is totally different.
The age groups that had the least problems with adjusting to the new style of lessons and
communicate in English to describe the content were children from pre-school and early
primary classes. CLIL introduces a breath of fresh air into traditional teaching it needs more
Energy, more visuals, ICT use, and is more student-oriented that they especially appreciate.
In many cases, CLIL can increase your students motivation to learn what youre
teaching them. The fact that they have an influence on the lesson plan makes them progress
more quickly and solidly than they would with deliberately separated subjects taught in a
CLIL and its benefits Julia Budzowska
Good Practice Catalogue
traditional way. There are very few instances in the real world in which black and white dont
mix, so letting two subjects paint a broader picture of reality for students is a great advantage
of CLIL. The language in CLIL is a tool. You can make use of L1 for more complicated issues.
The content-specific subject is the primary objective and that your linguistic goals are
secondary this provides consistency and sturdy scaffolding on which to build linguistic
Because CLIL is so strongly associated with both a content area and a foreign
language, its naturally connected with cultural and societal significance. In the world where
there is so much need for tolerance and acceptance of other cultures your students will develop
a stronger understanding of a foreign culture as a result of CLIL instruction and will be more
likely to see the big picture in terms of the relationship between language and society.
Even in CLIL lessons, it will become apparent that some skills and knowledge are
applicable to a wide range of subjects in a variety of languages. They will learn content and
complimentary language where the latter is simply what they need in everyday life. Students
will gain a healthy appreciation for these types of skills and may be more motivated to improve
By challenging your students with CLIL, youll be able to help them build confidence
in their abilities. The idea of formative assessment, restraining from traditional, summative
grades helps them understand that learning is a source of fun and self-development. That not
everything at school must be graded. They will become self-motivated that brings back the joy
of learning. The best part of this is that their confidence wont be inflated the legitimate
cognitive and academic skills encouraged by CLIL are widely recognized and valued2.
Learners Advantages of adopting a CLIL approach include:
Increasing motivation as language is used to fulfill real purposes to learn the substantive
material.- It is not the same to learn a language with no real purpose in mind as that as to know
a second language, than to have the need to do it. This makes it more purposeful and therefore
more motivating for the learner.
Introducing learners to the wider cultural context.- Learning a subject such as History makes
the learner understand the L2 culture far too much.
Developing a positive can do' attitude towards learning languages.- Learning not only
grammar, but personalizing the language through teaching something meaningful might lower
the affective filter.
Developing student multilingual interests and attitudes.- Knowing more about a language
increases sometimes the learners interests in different cultures such as the one they are learning
the language from. It also broadens their horizons.
Preparing students for further studies and work.- Knowing a language and subjects and
culture in L2 can increase the learners opportunities in life.
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Access subject specific target language terminology.- Which may be difficult otherwise to
acquire or even to be exposed to.
CLIL creates conditions for naturalistic language learning.- By having to communicate in
the target language, to fulfill some of the tasks or even to understand the subject is how this
kind of learning takes place.
CLIL provides a purpose for language use in the classroom.- Since learners need to
communicate among each other in order to help cooperative learning.
It has a positive effect on language learning by putting the emphasis on meaning rather than
on form.- By having non-disposable contents, it focuses on meaning, grammar is embedded.
Some of my students absolutely hate grammar learnt as it, so this will help them cope with
grammar in a more meaningful way and help them acquire it more than studying it.
It drastically increases the amount of exposure to the target language (Dalton-Puffer, 2007;