This document discusses Content and Language Integrated Learning (CLIL), providing context on its implementation in different educational systems. It notes that CLIL advocates using a foreign language as the means of instruction for non-language subjects, with the goal of promoting both content knowledge and target language acquisition. The document then gives examples of CLIL programs in Canada, the US, Europe, and Catalonia, highlighting research that shows benefits such as increased language exposure and a more naturalistic approach to language learning when CLIL methods are used.

1. CLIL Context
CLPI AICLE iniciació primària
CLSI AICLE iniciació secundària
Joan Alberich i Carramiñana
Carme Florit Ballester
Departament d’Ensenyament

2. “CLIL (Content and Language Integrated Learning)
advocates assimilating the academic content of
nonlinguistic subjects via a foreign language, which
simultaneously promotes the acquisition of content
knowledge and the use of the target language. It
involves a methodological style that encourages
teachers and students to use the language as a
means of communication, thus promoting language
and content development in the process.”
(Gerdes, T. & Pavón, V. 2008. “Talking CLIL”, It’s for
Teachers Magazine, 110: 14-17)
CLIL : Umbrella Term

3. There are many different ways of
implementing CLIL, whatever the
term is used (immersion,
bilingualism, multilingualism,
language across the curriculum…).
All the different models propose to
teach content subjects through a
foreign language in one way or
another.

4. Teaching any kind of content through a second or foreign
language
CBT/BE/IP/CLIL PROGRAMMES
CBT Content Based Teaching BE Bilingual Education
IP Immersion Programmes
CLIL Content and Language Integrated Learning
CLIL : Umbrella Term

5.  The foreign language is used as a vehicle for accessing
information.
 The foreign language is used for instruction and
communication.
 Learning the language and learning content are part of
the same process.
 Development of cognitive flexibility and reflection
upon the linguistic and communicative functioning of
both languages is key.
CBT/BE/IP/CLIL PROGRAMMES share:
(Víctor Pavó n Vázquez - University of Có rdoba (Spain) - II Encuentro formativo para
profesores de inglés – From blackboards to whiteboards: from skills to competences
Granada English Teachers Association, April 24th 2010)

6. In Canada, English and French have been
the target languages of French and English
speaking communities respectively. In Quebec
for example, English speakers in some
schools have been taught almost the entire
curriculum in French.
In the US, with a multilingual population, the
main concern has been to guarantee that all
school children can fully function in English,
specially, in academic contexts. Because of
the increase of students from abroad in North-
American universities, content-based
programmes have been more and more widely
used to help these students cope with the
demands of academic objectives.
In Europe and Asia, most of the
programmes are designed to improve the
learning of foreign languages.
Canada: Immersion
USA: Bilingual Education and Content Based
Europe & Asia: CLIL/AICLE/EMILE

7. Canadian Immersion Programmes
Canadian Immersion
Programmes are by far the
most highly acclaimed
language learning
programmes.
Second Language Acquisition
researchers, teachers and
parents fully agree that the
immersionimmersion programmes in
Canada have been extremely
efficient and successfulsuccessful.
Instruction is given in the
target language from
kindergarten on or starting at
some time during elementary
school. (Swain & Lapkin, 1982;
Swain, 2000)

8. • In total French immersion, all classes
are taught in French, usually for the first
three years of the programme. English-
language arts classes are introduced in
the fourth grade, followed by a gradual
increase in English instruction for other
subjects.
• In partial French-immersion
programmes, a varying proportion of
classes (usually 50%) are taught in
French. This proportion typically remains
stable throughout the programme.
(Canadian Council on Learning, 2007)
• Although the early total immersion programme was considered to be the one
which would most threaten the development of first language skills, results of
empirical research show that this is not the case.
• In the short run, after just two or three years, immersion students lag behind
their non-immersion peers in some aspects of English. After that, however,
immersion children perform as well as, or better than, their
English-educated peers in all aspects of English language skills
[in the long run]. (Navés, 2009)
Canadian Immersion Programmes

9. USA: Research on efficient Content Based
Teaching Programmes and Bilingual Education
Programmes
• In the US, the integration of content and language has a long
tradition both in what is usually known as Content-Based
Instruction (CBI) and in Bilingual Education Programmes
(BE).
• Although Bilingual Education programmes are still controversial
for politicians and the media, when properly implemented,
research has clearly shown that they are at least as
efficient as non-bilingual programmes, if not more so.
• Willig’s (1985) meta-analysis indicated that bilingual education
programmes significantly enhanced academic achievement in
comparison with English instructional programmes.
• In general, research in the US shows that bilingual education,
when well implemented, is the most effective way to
enable speakers of languages other than English to
learn both English and academic subjects
(Cummins, 1984; Krashen, 1991, 1997; Swain & Lapkin, 1982)

10. USA: Research on efficient Content Based Teaching
Programmes and Bilingual Education Programmes
In 1999, the U.S. Department of
Education, Office of Bilingual Education and
Minority Languages Affairs (OBEMLA) founded the
Intercultural Development Research Association
(IDRA) to identify 10 exemplary bilingual
education programmes in schools in the US.
After examining the programmes, IDRA
identified the 25 common characteristics
and criteria that were responsible for the success
of the programmes.
"Success" was operationally defined as evidence
of academic achievement (compared to district
and/or state standards) for LEP students in
bilingual education programmes (IDRA, 2002). For
IDRA Newsletter (2002) see also Robledo
Montecel et al. (2002a, 2002b and 2004)

11. CLIL in Europe by David Marsh
http://www.youtube.com/watch?v=TGnkEMjBg4g
CLIL in Europe
http://www.youtube.com/watch?v=fGzxqtGFOJw&feature=related
• The European Commission’s (2005) report on foreign language teaching and
learning claims that an excellent way of making progress in a foreign language is “to
use it for a purpose, so that the language becomes a tool rather than an end in
itself.” (p. 9).
• The European Commission has funded research projects across Europe
investigating the use of Content and Language Integrated Learning (CLIL) since the
early-90s, pulling together the threads of existing approaches such as 'content-
based instruction', 'immersion', and 'bilingual education'. All the aforementioned
terms were replaced by CLIL, which was launched by UNICOM in 1996. (Navés,
2009)
Eurydice Report 2012
http://eacea.ec.europa.eu/education/eurydice/index_en.php
CLIL in Europe

12. Status of CLIL provision in primary and general
secondary education, 2004/2005
CLIL in Europe
CLIL provision as part of
mainstream school
Education
CLIL provision
within pilot projects
Combination of CLIL
provision as part of
mainstream school
education and within
pilot projects
No CLIL provision

13. Status of CLIL provision in primary and general
secondary education, 2006/2007
CLIL in Europe

14. Status of CLIL provision in primary and general
secondary education, 2010/2011
CLIL in Europe

15. Status of CLIL target languages used for CLIL in primary and general
secondary education, 2010/2011
CLIL in Europe

16. Admission criteria for access to CLIL provision, 2010/2011
CLIL in Europe

17. Summary and conclusions 2012
CLIL in Europe
• A varietyvariety of names for a variety of situations.
• CLIL often part of school provision but notnot on a
broad scalebroad scale.
• Predominance of EnglishEnglish.
• No clear preference for any particular subjects.
• The need for teacher trainingteacher training more focused
on CLIL.
• Evaluation far from general practice but
encouraging nonetheless.

18. CLIL in Catalonia
PELE: Pla Experimental de Llengües Estrangeres
PILE: Pla Integrat de Llengües Estrangeres
El curs 2010-2011 hi havia 1.345 centres educatius que havien posat en marxa un
pla experimental de llengües estrangeres (PELE) amb la finalitat de dinamitzar
l’ensenyament i aprenentatge d’idiomes entre el seu alumnat.
http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/4c7a8482-e9d7-4af6-9174-
cb4a7324defa/dades_pele_sstt.pdf
http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/4c7a8482-e9d7-4af6-9174-
cb4a7324defa/dades_pele_sstt.pdf
http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/9ffb4786-3021-4acd-b86d-
eaff38182be9/Dades%20del%20Pla%20integrat%20de%20Llengues%20Estrangeres%20PILE.pdf
http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/9ffb4786-3021-4acd-b86d-
eaff38182be9/Dades%20del%20Pla%20integrat%20de%20Llengues%20Estrangeres%20PILE.pdf
http://www.xtec.cat/web/projectes/llengues/pluri/pilehttp://www.xtec.cat/web/projectes/llengues/pluri/pile
El curs 2012-2013, un total de 170 centres educatius han posat en marxa un pla integrat de
llengües estrangeres (PILE) per a la millora del plurilingüisme efectiu de l'alumnat. Requereix de
bons models lingüístics i d'un treball de qualitat a l'aula que esdevingui model de referència.

19. CLIL in Catalonia: Evolution

20. CLIL in Spain: References
CATALONIA: Navés, Teresa / Victori, Mia 2010. CLIL in Catalonia: an Overview of
Research Studies. In Lasagabaster, David / Ruiz de Zarobe, Yolanda (eds) CLIL in
Spain: Implementation, Results and Teacher Training. Newcastle upon Tyne:
Cambridge Scholars Publishing.
BASQUE COUNTRY: Alonso, E., Campo, A., Grisaleñ a, J. (2007) Trilingual Students in
Secondary School: A New Reality. Instituto Basco de Evaluación e Investigación Educativa
ANDALUSIA:
. Lorenzo, F., Casal, S., Moore, P. (2009) The Effects of Content and Language
Integrated Learning in European Education: Key Findings from the Andalusian Bilingual
Sections Evaluation Project. Applied Linguistics Advance Access published November
20, 2009. Applied Linguistics: 1–25. Oxford University Press 2009
. Plan de Fomento del Plurilingüísmo (2005). Hacia un nuevo modelo metodoló gico.
Consejería de Educación. Junta de Andalucía. On www at
http://www.juntadeandalucia.es/compromisos20082012/archivos_repos/0/140.pdf .
GALICIA: San Isidro, F.X. (2009) CLIL: Integrando Linguas “a través” do
Currículo. Consellería de Educación e Ordenación Universitaria. Xunta de
Galicia.
MADRID: Halbach, A., Fernández, R., Pena, C., García, A. (2005) La implantació n de
proyectos educativos bilingües en la comunidad de Madrid: Las expectativas del
profesorado anttes de iniciar el proyecto. Porta Linguarum 3, enero 2005, pp 161-173
ASTURIAS: Roza, B. et altri (2007) Good Practice in Content and Language Integrated Learning. BeCLIL
Project. “Materiales para el aula”, Consejería de Educación y Ciencia, Gobierno de Asturias.

21. Most of the arguments in favour of CLIL come from Second
Language Acquisition Research and show that CLIL:
•(a) creates conditions for naturalistic language
learning
•(b) provides a purpose for language use in the classroom,
•(c) has a positive effect on language learning by putting the
emphasis on meaning rather than on form
•(d) drastically increases the amount of exposure to the
target language
(Dalton-Puffer, 2007; Dalton-Puffer & Smit, 2007; Navés,
2002; Navés, 2009).
Why was CLIL introduced in our schools?
Benefits of CLIL:

22. Why was CLIL introduced in our schools?
Benefits of CLIL:
 The learning of a foreign language is seen as more attractive
when we use linguistic resources that offer a means of acquiring
information.
 Metalinguistic and intellectual improvement: students are forced
to use a greater variety of communication strategies.
 Emphasis on the creative use of the language provides
stimulation in the learning process.
 CLIL increases the quantity and quality of exposition to the L2.
(Víctor Pavó n Vázquez - University of Có rdoba (Spain) - II Encuentro formativo
para profesores de inglés – From blackboards to whiteboards: from skills to
competences Granada English Teachers Association, April 24th 2010)

23. Why was CLIL introduced in our schools?
Benefits of CLIL:
 Learning the language becomes more functional and
communicative in a CLIL context.
 CLIL encourages teachers to use a ‘learning by doing’
approach, as well as developing Multiple Intelligences.
 The intercultural connection: language use develops
positive attitudes towards other languages, people and
cultures.
(Víctor Pavó n Vázquez - University of Có rdoba (Spain) - II Encuentro formativo
para profesores de inglés – From blackboards to whiteboards: from skills to
competences Granada English Teachers Association, April 24th 2010)