This document discusses Content and Language Integrated Learning (CLIL), an educational approach where subjects are taught in a foreign language to simultaneously teach content and language skills. It provides background on CLIL, including key definitions, how it has developed over time in Europe through various initiatives, and how it is implemented in different countries and educational systems. The document also discusses benefits of CLIL for learners, as well as strategies and considerations for teaching CLIL effectively.

1. Teaching ESP, implementing CLIL and
CALL in Vocational Education
«Παιδί και έφηβος – Θεματικές και Βιωματικές Προσεγγίσεις»
Διημερίδα ΠΕΚΑΔΕ 22- 23 Ιανουαρίου 2016
Ελληνοαμερικάνικη Ένωση
Ανδριτσάκη Κατερίνα
Καθηγήτρια κλ. ΠΕ06 Αγγλικής
2ο ΕΠΑΛ Ν. ΦΙΛΑΔΕΛΦΕΙΑΣ
1

2. Content and Language Integrated Learning
• CLIL is a term introduced in 1994
• Anne Maljers (Netherlands), David Marsh
(Finland)
• http://lakk.bildung.hessen.de/netzwerk/faecher/bilingual/Magazin/mat_aufsaetze/clilprofiling.pdf
2
CLIL

3. CONTENT= school subjects or vocational skills
LANGUAGE = other than mother language
3
Content and Language Integrated Learning
(Ολοκληρωμένη Εκμάθηση Περιεχομένου και Γλώσσας)
Foreign language
Second language

4. The learning of subject content is
integrated with the learning of a foreign language –
hence “content and language integrated learning”.
taught through the
medium of a foreign
language.
foreign
language
School subjects eg
geography, history, maths,
science, etc
4

5. The simultaneous learning of a foreign language and other
syllabus content means studying a subject such as the history of
natural science in a second language. (Navés y Muñoz, 2000, p. 2)
CLIL refers to situations where subjects or parts of subjects are
taught through a foreign language with dual-focused aims,
namely the learning of content and the simultaneous learning of a
foreign language. (Marsh, 2002, p. 15)
A meaning-focused learning method. The aim is learning
subject matter together with learning a language. (Van de Craen,
2006)
An “umbrella” term used to talk about bilingual education
situations. (Gajo, 2007)
CLIL is an educational path, more or less lengthy, characterized
by strategic, structural methodological choices that aim at ensuring
a non-linguistic dual integrated learning—language and non-
linguistic content—by students who learn through a non-native
language. (Coonan, 2007, p. 23)
5
How is CLIL defined?

6. Through CLIL, the focus changes from language as a vehicle of culture to language as
a means of communication in academic settings. A new vision of language called for a
new vision of learning. CLIL is linked to experiential views of second language
acquisition and consequently a new methodology of language teaching (Lorenzo,
2007, p.28).
The term Content-and-Language-Integrated-Learning (CLIL) refers to educational
settings where a language other than the students’ mother tongue is used as medium
of instruction. (Dalton Puffer, 2007, p. 1)
An evolving educational approach to teaching and learning where subjects are
taught through the medium of a non native language. (TKT: CLIL Handbook, 2009)
A dual-focused educational approach in which an additional language is used
for the learning and teaching of both content and language. (Coyle, Hood, Marsh,
2010)
CLIL should contribute to form an interrelationship between content (subject),
communication (language), cognition (thinking) and culture (Costa and D'Angelo,
2011)
CLIL: A Suit for All Seasons (Costa and D'Angelo, 2011)
• http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2011.4.1.1
• Latin American Journal 6
How is CLIL defined 2

7. 7
Innovative approach to the teaching of content
in a second or foreign language
Using a foreign language
to learn content +
improving the level of
language competence

8. 8
CLIL is a
powerful
and
empowering
way
to learn
languages.
(Van de Craen et al, 2013).
What CLIL is / What CLIL is not

9. 9
CLIL is a recent
but not “brand-
new” approach to
the teaching of
content and
foreign languages.
Οver the last 2 decades and
the last 10 years or so in
particular, the pace and
volume of CLIL research,
development and advocacy
by educators and
governments has rapidly
increased in a number of
European countries.
1994 - The
European
Launch of
CLIL
SHORT HISTORICAL BACKGROUND

10. © 1995 - The White Paper “Teaching and Learning Towards the Learning
Society”(three Community languages by the end of formal education /study
certain subjects in the first foreign language / innovative methods
© 2000 – A European Framework defines the basic skills for citizens in the EC (
foreign languages, technological culture, the use of technologies, social skills
and entrepreneurship)
© 2001 – The launch of the European Year of Languages (cultural and linguistic
diversity within the European Union)
© 2003 – Launch of the Action Plan 2004-2006 by the EU ( lifelong learning,
quality language teaching, developing language-friendly environments )
© 2004 – The publication of the EPLTE: European Profile for Language Teacher
Education was another important milestone for CLIL.
© 2006 - The Recommendation of the European Parliament and the Council on
(eight) key competences for lifelong learning (Eurydice report → how CLIL
provision is organized in Europe)
http://www.indire.it/lucabas/lkmw_file/eurydice/CLIL_EN.pdf
• 10

11. 2007 – The European Commission consultation process on
multilingualism  CLIL = innovative approach for improving language
competences
2008 – A Resolution of the Council of the EU was issued on a European
Strategy for multilingualism involving cultural, social, economic and
educational spheres.
2009 – The Council of the EU set in motion a strategic framework for
European cooperation in education and training. / continuous
professional development / promoting equity - social cohesion -active
citizenship, A benchmarking framework is envisaged. Συγκριτική
προτυποποίηση
2011 – The Civil Society Platform on Multilingualism (bi-lingual or
multilingual textbooks for the teaching of non-language subjects. A
Working Paper of the European Commission( emphasized  vocational
and adult education. )
2012 - All European Lifelong Learning Programmes conceive CLIL as
one of the priorities for their educational projects. (New Eurydice
report http://ec.europa.eu/languages/policy/strategic-
framework/documents/key-data-2012_en.pdf
11
CLIL key years - milestones

12. 12
POSITION OF CLIL IN THE EDUCATION SYSTEM
Eurydice report published in 2006 CLIL provision in Europe)
http://www.indire.it/lucabas/lkmw_file/eurydice/CLIL_EN.pdf

13. 13
CLIL IN EUROPE
Eurydice report published in 2012 CLIL provision in Europe)
http://ec.europa.eu/languages/policy/strategic-framework/documents/key-data-2012_en.pdf

14. 14
CLIL provision exists in all
schools throughout the
whole education system in
Belgium (German-
speaking Community),
Luxembourg and Malta
Only
Denmark, Greece,
Iceland and Turkey
do not make this kind
of provision.

15. 15
Chronologically, countries
with several official
languages such as Belgium
(the German-speaking
Community), Luxembourg
and Malta or with one or
more regional or minority
languages have generally
been the first to introduce
CLIL type provision in
these target languages.
Luxembourg and Malta
CLIL is general practice
Several countries offer
CLIL provision in regional
and/or minority languages,
namely Germany,
Hungary, the Netherlands,
Poland, Slovenia, Slovakia
and the United Kingdom
(Wales)

16. • specialist in one or more non- language subjects or
• a teacher with two areas of specialization one in a
language subject and the other in a non language
subject
The language
teacher
• a fluent speaker of the target language -
bilingual or native speaker
• with a language certificate and/ or possessing
the necessary language competence + teaching
/ methodological skills
The subject teacher
• Interdisciplinarity (διεπιστημονικότητα)
• cross-thematic integration (διαθεματικότητα)
• Collaboration – cooperation
• Team work
The language teacher
+
the subject teacher
16
Who can teach CLIL ?

17. language competence
teaching and methodological
skills
good knowledge of the non-language subject to be taught.
special qualification or certificate in addition to what is normally
needed to teach at a particular level.
different kinds of initial or in-service training organised for
teachers to acquire all those skills that are specific to CLIL type
provision.
Certified evidence of further particular skills in addition to their
teaching qualification is a firm requirement in only a minority of
countries. 17
TEACHERS QUALIFICATIONS AND RECRUITMENT
CRITERIA (European countries with CLIL type provision in their education

18. the teaching of vocational skills (not only a subject of
interest) in a foreign language, without much use of
the first language (L1)
particular focus on the content of the vocational
occupation and skills, including acquisition of the
foreign language.
improves the quality of the language and the
communicative skills of language learners by focusing
on appropriate vocabulary and expressions of direct
use to the learner while simultaneously teaching
particular skills or academic knowledge
18
CLIL in vocational education and training

19. • In a CLIL approach, the learner speaks/writes in the
foreign language from the very start, aided by
pictures, videos, sound recordings and other aids to
meaning.
• L1 is used only where strictly necessary →
the method can be used equally by native and
migrant students /workers and in the same
educational setting (as long as they are engaged in the same specialty /occupation).
• well adapted to adults with low confidence in their
educational abilities.
• innovative method
19
CLIL advantages over more traditional methods
of language teaching _2

20. Suitable for low skills and/or education adult students
Helps students who rarely had the chance to learn a foreign
language at all
Even learners resistant to learning a foreign language have the
incentive to learn language along with content
learners are focused on learning about something that interests
them or that is connected with their current or desired occupation 
increased motivation
The language learnt is that used in real-life situations. easily be
practiced in a natural way
stress – free learning grammar is learnt through an unconscious
process
20
CLIL Learner’s benefits
Some grammar units are more related to specific subject eg
History + simple past
Chemistry + present continuous
Biology definitions + relative pronouns etc

21. 21
ADVANTAGES
Lessons are based around
motivational topics
Content is familiar to students
and multiple intelligence
friendlyhttp://www.niu.edu/facdev/resources/guide/learning/howard_gardner_theory_multiple_intelligences.
pdf
Chances to experiment & take
risks with the language
There’s fluency, meaning &
communication practice
Students learn the same way as
native speakers do
DISADVANTAGES
Language is not covered
systematically
CLIL takes time; it may
take several years for
learners to become
completely fluent
Students notice language slowly but naturally

22. The 4Cs
Cognition
Culture
Content
Communication
(Coyle 2005)
The
language
Triptych (
Coyle,
Hood and
Marsh
2010)
The CLIL
Essentials
(Mehisto
and
Lucietto,
2011)
http://education.camb
ridge.org/media/2621
468/clil_essentials.swf
The CLIL
pyramid
Meyer, Oliver
(2011):: Key
Strategies and
Principles for CLIL
Planning and
Teaching
https://www.engl
ish-and-
linguistics.uni-
mainz.de/fachdid
aktikprofessur/
Clil
scaffolding
(Oliver
Meyer
2010)
file:///C:/Users/pc/
Downloads/Dialnet-
TowardsQualityCLIL
-3311569.pdf
22
CLIL models – tools
(Author/s: Name of model)

23. • Tools examples of scaffolding
• for teachers who have little experience in CLIL and would like to become
more skilled in designing CLIL modules (including preparing/selecting
ready-made suitable activities for students to go with them),
• for more experienced CLIL teachers who want to be more knowledgeable
about, and aware of, the main pedagogical principles behind good CLIL
practice.
• (Wood, Bruner and Ross, 1976; Burns and de Silva, 2005; Gibbons, 2002)
23
Tools
that can be employed when planning a CLIL module or unit

24. • traits
• in
commo
n
The main pedagogical principles behind good CLIL practice
The fundamental principles of teaching CLIL
• Learner “does things to learn”,
Learner
prominence / central position
• Teacher = mediator – facilitator
• Flexible pair and group work.
Teacher
NOT the main actor on the stage”.
•Scaffolding= καθοδήγηση,
υποστήριξη,
•υποβοηθούμενη
• ανακάλυψη γνώσης
•σκαλωσιά μάθησης
•κλιμακωτή μάθηση,
One of the most important and common strategies used during a
CLIL lesson is the scaffolding process, which is the way teachers
try to help students in the achievement of the objective of the
lesson, guiding them towards progressive autonomy
The methodologies and approaches used are often linked to
the subject area with the content leading the activities. 24
TEACHING STRATEGIES and SUGGESTIONS

25. Step 1: Make the lesson goals clear to learners
Step 2: Allow learners to create their own goals
Step 3: Encourage learners to use their second language outside the classroom
Step 4: Raise awareness of the learning process
Step 5: Help learners identify their own preferred styles and strategies
Step 6: Encourage learner choice
Step 7: Allow learners to generate their own tasks
Step 8: Encourage learners to become teachers
Step 9: Encourage learners to become researchers
25
CLIL         9 steps
NUNAN (David Nunan Nine steps to learner autonomy 2003)
CLIL is not a one-way communicative way of
education. Both teachers and learners are
responsible for the process and the
outcomes of learning

26. 26
LEARNING OBJECTIVES
knowledge of
the language
becomes the
means of
learning
content.
focal point
English is not
taught as a subject
separated from the
students' real
world
It is integrated
into
a subject matter
area important to
the learners.
Foreign language is part
of the process not the
main objective

27. 27
Skills acquired and developed
Language skills
Listening is a normal input activity, vital for
language learning
Reading, using meaningful material, is the
major source of input
Speaking focuses on fluency. Accuracy is seen
as subordinate
Writing is a series of lexical activities through
which grammar is recycled.
Academic language skills
Metacognitive skills for learning a subject in L2.
collaborative skills communicating with other learners – pair work-
group work

28. All four language skills; listening, reading, speaking, and writing
can be stressed equally
or after a “needs analysis” we can determine which language skills
are most needed by the students the syllabus will be
designed accordingly.
For example we can emphasize the development of reading skills
in students who are studying to be car mechanics or electricians
and they need to learn how to read manual
or we might promote the development of speaking skills in
students who are studying in order to work in the tourist sector.
28
Language skills

29. General skills:
• identify – classify/define – describe – explain –
conclude/argue – evaluate,
Specific skills (Physics):
• defining – classifying – making inductions/stating
laws – describing states and processes –
• working with graphs, diagrams, tables, etc. –
interpreting – writing reports.
29
Thinking skills - speech acts, text formats

30. 30
Difficult and time-consuming for teachers to find suitable
materials for content and language teaching
• in accordance with the national curriculum
• suitable for the students’ language level.
• DIFFICULTIES - PROBLEMS
• It can be hard to find materials for use with beginners or
lower-level learners
• Teachers in vocational technical schools have to create
their own material or adapt existing one.
Vocational education particularities : mixed ability classes,
students with learning difficulties, slow learners, migrants
, mixed age groups etc)
TEACHING MATERIAL - RESOURSES _1

31. Apart from the offline resources, such as textbooks, books, posters, maps
etc., there is a world of online resources that support teacher’s daily
routine in planning, preparing and using the materials in the classroom
.
Sources of materials on the internet,
• https://en.wikipedia.org/wiki/Main_Page (great sources of texts that
can be legally adapted and used in class)
• http://www.isabelperez.com/clil/clicl_m_5.htm
• http://www.teachingenglish.org.uk/article/clil-%E2%80%93-how-do-it
• http://clileducation.blogspot.gr/p/clil-compendium.html
• http://www.onestopenglish.com/clil/
31
TEACHING MATERIAL - RESOURSES _2

32. • When you’ve found a text that you want to cover (written
or listening), the next question is how to exploit it.
• One of the first aspects to think about may be the
vocabulary – is there any technical or specialist
vocabulary that your students need to know for the
course or to understand the text
• PRE -TEACH  by getting students to match words
to definitions or pictures, or by making a gap-fill
• USE visual aids Graphic organizers, Venn Diagrams,
Graphs/ pictures/ charts/photos/ , video clips/ objects/
/Time lines /Flow charts
• Authentic material, illustrations, maps, demonstrations,
photos
32
LESSON PLANNING _1

33. 33

34.  help them discover the meanings through the text –
helping them to guess meaning from context.
 Activate student’s knowledge -L1 is welcome if there´s
a particular content which is not understood
(communication blocking
 main activity = concentrated on general
comprehension of the text.
 Follow-up activities can work on reinforcing the
vocabulary taught earlier and developing both
language skills and comprehension of the topic. These
activities can include group discussions, individual
presentations, making posters and writing about the
topic (for homework or in class
34
LESSON PLANNING _2

35. 35
A CLIL Lesson – Language
Identifying/naming
• This is a/the …
• That is a …
• That’s the …
• This is called a/the …
• It comes from a …
• It’s from a …
• The … structure is called the …
• The … … are called ….
• At the top of the … there is a (adj) part called
the ….
• Together, the … and the … are called the ….
Describing appearance/structure
• It looks like …
• It’s got/hasn’t got …
• It has/doesn’t have …
• All … have …, a …, and ….
• The … are the often highly (adj) parts which …
(function verb).
• They are (adj) and are attached to the ….
• The … are arranged in a ring around the
centre of the ...
• They consist of a ..with a .. shape at the
end.
• … and is shaped rather like a ….
• … and is divided into two parts.
• The top of the … is called the ….
• The .. is attached to the bottom of the .. by a
• A long tube grows out of the …, this is the ..
Describing location
• It is found in the … of the …
• The … are found at the base of the ….
• They are (adj.) and are attached to the ….
• The … are arranged in a ring around the
centre of the ….
• The … is found in the centre of the …,
• The .. is attached to the bottom of the .. by a
• They are inside the ….
Describing function
• The … is the part which …
• The … is where … is carried out
• The … is used for …-ing
• The … has the role of …-ing
• The carries out the function of …-ing
• The … has a …-ing role
• The … is a …
• The …’s job is to …
• It does … the …-ing

36. 36
Example of CLIL lesson
Language : English + Subject : Marketing

37. 37

38. 38

39. 39
Examples for pre -teaching vocabulary

40. 40
The teacher
can introduce
or pre –
teach
vocabulary
implementing
ICT :
powerpoint
presentations
youtube
videos or
web2 tools
etc.
segmentation and BMW : https://youtu.be/bwGnxDG31g0
nokia segmentation: https://youtu.be/tHGBN6_dXAI

41. CONSUMERS 41

42. CONSUMERS
Who buys the products?
42

43. DIVIDE THE MARKET
GROUPS – SUBGROUPS
SIMILAR CONSUMERS
43

44. •GEOGRAPHIC
44

45. DEMOGRAPHIC
45

46. 46

47. 47
Worksheets created by the teacher

48. 48

49. You tube https://www.youtube.com/watch?v=-s5iCoCaofc
Quizlet : https://quizlet.com/104396799/unit-6_the-circulatory-
system-flash-cards/
Grammar unit = relatives
“Vein = A tube in the body which carries blood back to the heart “
49
Example of teaching Nursing- Medical assistants
Unit “The circulatory system”
Quizlet = a ICT tool for
presenting, learning, testing and playing with vocabulary
creating different classes and following students progress

50. 50
Graphic organizers – Mind maps

51. 51

52. Computer Assisted Language Learning (CALL)
be prepared to comprehend the evolving role of CALL methods and
materials in the language classroom.
identify appropriate CALL solutions for their students
make decisions about the use of CALL,
Language teachers require appropriate preparation.
They need to be able to
The use of Computer Assisted Language Learning (CALL) becomes more
commonplace within language classrooms
52

53. QUIZLET
• Quizlet is a free website providing learning
tools for teachers and students, including
flashcards, study and game modes.
• It was created by high school
sophomore Andrew Sutherland in 2005 and
now contains over 40 million study sets.
• https://www.linkedin.com/in/asuth
• All of the material is user-generated.
53

54. 54
TEACHERS
Presenting
new
vocabulary
Testing
Creating an
Interactive
classroom
creating
different
classes
following
students
progress
pre-teaching
vocabulary =
scaffolding
tool
evaluating
student’s
progress.
STUDENTS
Study
vocabulary
practice
pronunciation
revise
previous
units.
play with
vocabulary
Have fun
mobile apps
for iPhone a
nd Android.
Audio is
available in 18
languages

55. 6 POWERFUL STUDY AND GAME MODES!
• Flashcards—Review your material, shuffle/randomize, or listen with audio.
• Learn—Track your correct/incorrect answers and retest the ones you've missed.
• Speller—Type what you hear in this audio-powered study mode.
• Test—Randomly generate tests based on your flashcard set.
• Scatter—Race against the clock to drag and match terms/definitions.
• Space Race—Type in the answer as terms/definitions scroll across the screen.
55

56. HOW TO USE QUIZLET ?
 Create a free Quizlet account
Create or find study sets
 Create a class for your students
 Get students into your class
56

57. 57