2019 Teachers Helping Teachers presentation in Kyrgyzstan, Sept, 2019
CLIL (Content and Integrated Language Learning) is a form of instruction that attempts to emphasize both English language and content to non-native English speakers. It serves as the model of instruction for many courses taught in the liberal arts program of a small college in southern Japan, where the presenter is employed. This presentation explained CLIL through comparison with its cousins: EMI (English Medium Instruction) and CBI (Content Based Instruction). Some of the benefits of the CLIL model will be outlined. An overview of a 15-week freshman political science course meeting twice per week was presented in order to exemplify what a team-taught CLIL course might look like. Participants received a multiple-lesson plan and student materials for one of this course’s 10+ readings to see the how content and language can be integrated, and provided ideas to teachers interested in this instructional model.
5. “The central focus is on
students’ content mastery
and no language aims are
specified.”
(Unterberger & Wilhelmer, 2011, p.96)
EMI
ENGLISH-MEDIUM INSTRUCTION
6. EMI
“an umbrella term for
academic subjects taught
through English, one
making no direct reference
to the aim of improving
students’ English.”
(Dearden & Macaro, 2016, p.456)
ENGLISH-MEDIUM INSTRUCTION
8. ENGLISH-MEDIUM INSTRUCTION
EMI
“the use of English to teach
academic subjects in
countries or jurisdictions
where the first language
(L1) of the majority of the
population is not English.”
(Dearden, 2015, p.4)
10. CONTENT-BASED INSTRUCTION
CBI
“an integrated approach to
language instruction, drawing
topics, text, and tasks from
content or subject matter classes,
but focusing on cognitive,
academic language skills.”
(Crandall & Tucker, 1990, p.83)
13. CONTENT & LANGUAGE
INTEGRATED LEARNING
CLIL
“Diverse methodologies are
used which lead to dual-
focused education where
attention is given to both topic
and language.”
(Marsh, 2008, p.1986)
14. CONTENT & LANGUAGE
INTEGRATED LEARNING
CLIL
“a dual-focused educational
approach . . . a fusion” of
both subject content and
language learning.”
(Coyle, Hood, & Marsh, 2010, p.6)
15. CONTENT & LANGUAGE
INTEGRATED LEARNING
CLIL
“Parts of the curriculum are
delivered through a foreign
language. Learners acquire
the target language
naturalistically.”
(Coleman, 2006, p.4)
16. CONTENT & LANGUAGE
INTEGRATED LEARNING
CLIL
“Learners are engaged in a
joint learning practice of
subject matter and foreign
language.”
(Smit & Dafouz, 2012, p.1)
17. Get into pairs/small groups.
Discuss concrete ways in
which EMI, CBI, and CLIL
are similar/different.
18. THT
2019
1) EMI vs CBI vs CLIL
a) Quotes from scholars
b) Distinguishing criteria
2) Example CLIL lesson plan
3) Best CLIL practices
CONTENTS
19. THT
2019
1) Aims
2) Target groups
3) Teaching staff
4) Pedagogy
5) Role of language
6) Outcomes
(Brown & Bradford, 2016)
CRITERIA FOR
COMPARISON
20. CONTENT
MASTERY
• L2 learning is often
incidental.
• There may have
implicit language
learning aims.
CONTENT &
LANGUAGE
• Language learning
aims are explicit.
LANGUAGE
LEARNING
• Learning content is
a bonus.
EMI CLI
L
CBI
Criteria 1: Aims
21. • Nonnative English
speakers
• Native English
speakers
• Nonnative English
learners
• Nonnative English
learners
EMI CLIL CBI
Criteria 2: Target Groups
22. SUBJECT
SPECIALIST
• Sometimes subject
specialist &
language specialist
in collaboration
LANGUAGE
OR SUBJECT
SPECIALIST
• Language specialist
(Britain, Japan, South America)
• Subject specialist (Europe)
• Team-teaching: content &
language specialists
LANGUAGE
SPECIALIST
EMI CLIL CBI
Criteria 3: Teaching Staff
23. • Focus on
development of
subject knowledge
• Methods depend on
those favored by
discipline & instructor
• Likely expert-
oriented lecture
• Multi-modal
interactive & learner-
centered approaches
which support
subject content &
language learning
• Team teaching
possible
• Language learning
tasks
• Methods depend on
those favored by
instructor
EMI CLI
L
CBI
Criteria 4: Pedagogy
24. LANGUAGE
IS A...
• tool
LANGUAGE
IS A...
• tool
• subject
• mediator
(for constructing knowledge
& sharing expertise)
LANGUAGE
IS A...
• subject
EMI CLI
L
CBI
Criteria 5: Role of Language
25. • Subject knowledge
acquisition
• Integrated content
and language
competence
development
• Focus on L2
productive &
interactive skills
• Language learning
• Learning subject
matter is incidental,
at a general
knowledge level
EMI CLIL CBI
Criteria 6: Outcomes
26. • Students assessed
on subject content
knowledge
• Students assessed
on language
proficiency/
performance &
subject content
knowledge
• Students assessed
on language
proficiency/
performance
EMI CLIL CBI
Criteria 7: Assessment
27. THT
2019
1) EMI vs CBI vs CLIL
a) Quotes from scholars
b) Distinguishing criteria
2) Example CLIL lesson plan
3) Best CLIL practices
CONTENTS
28. INTRODUCTION
TOPOLITICAL
SCIENCE
• Freshman course meeting 2/week for 90 min.
(x 30 classes)
• Mixed level (350-400 TOEIC average)
• 3-4 "lessons" for each of 3 units
• 1 lesson = worksheet with a reading +
activities
• Worksheets focus on vocabulary, writing,
reading comprehension, application of
knowledge through analysis
• 2 classes + homework to complete/lesson
• Short tests at end of each unit
• Review sessions & group presentations
• Final exam during exam week
29. INTRODUCTION
TOPOLITICAL
SCIENCE
1) before lesson: reading & vocabulary work
2) content class for each lesson:
• scaffolded lecturing, reading, peer teaching,
Q&A...
• homework: complete vocabulary & writing
segments of worksheet
3) activity class for each lesson:
• pair/group work for homework, task-based
speaking practice
• review & supplemental lectures
• homework: worksheet completion (analysis)
30. INTRODUCTION
TOPOLITICAL
SCIENCE
1) Read the example lesson plan
& reading: “Politics and
Collective Action”
2) Review the worksheet
activities and answer key.
3) Get into pairs/small groups
and discuss possible answers
to questions on the last page.
31. THT
2019
1) EMI vs CBI vs CLIL
a) Quotes from scholars
b) Distinguishing criteria
2) Example CLIL lesson plan
3) Best CLIL practices
CONTENTS
34. SCAFFOLDING
• Pre-teaching vocabulary
• Chunking information
• Modeling behavior
• Using students' L1
• Using multiple delivery methods
• Pausing/questioning in lectures
• Sharing lesson goals
• Reviewing, building on content…
35. TASK-BASED & COMMUNICATIVE
LEARNING (ACTIVE LEARNING!)
Getting students to:
• share work in pairs & groups
• peer teach
• paraphrase & summarize
• present (in small groups)
• role play, play games (ex: kahoot)
• discuss (in small groups)
• test each other
• analyze, think critically, give
examples...
36. References
• Brinton, D., Snow, M. A., & Wesche, M. B. (2003). Content-based second language Instruction. Ann Arbor: University of Michigan Press.
• Coleman, J. A. (2006). English-medium teaching in European higher education. Language Teaching, 39, 1-14.
https://doi.org/10.1017/S026144480600320X
• Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge, England: Cambridge University Press.
• Crandall, J., & Tucker, G. R. (1990). Content-based language instruction in second and foreign languages. In S. Anivan (Ed.), Language teaching
methodology for the nineties (pp. 83-96). Ann Arbor: University of Michigan.
• Brown, H. & Bradfod, A. (2017). EMI, CLIL, & CBI: Differing Approaches and Goals. In P. Clements, A. Crouse, & H. Brown (Eds.), JALT 2016: Transformation
in Language Education (pp. 328-334). Tokyo, Japan: Japan Association of Language Teachers. Retrieved from http://jalt-
publications.org/node/4/articles/6058-emi-clil-cbi-differing-approaches-and-goals
• Dearden, J. (2015). English as a medium of instruction – A growing phenomenon. London, UK: British Council.
• Dearden, J., & Macaro, E. (2016). Higher education teachers’ attitudes towards English medium instruction: A three-country comparison. Studies in
Second Language Learning and Teaching, 6, 455-486. https://doi.org/10.14746/sllt.2016.6.3.5
• Marsh, D. (2008). Language Awareness and CLIL. In N. H. Hornberger (Ed.), Encyclopedia of language and education (pp. 1986-1999). Boston, MA:
Springer US.
• Mesureur, G. (2012). Content-based instruction for all levels of EFL students. Keisen University Bulletin, 24, 71-80. Retrieved from
https://keisen.repo.nii.ac.jp/?action=repository_uri&item_id=691&file_id=22&file_no=1
• Stevie, D. (n.d.). 8 Teaching Techniques for the CLIL Teacher’s Soul. Retrieved from https://www.fluentu.com/blog/educator/clil-teaching
• Smit, U., & Dafouz, E. (2012). Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and
research practices across Europe. AILA Review, 25, 1-12. https://doi.org/10.1075/aila.25.01smi
• Stoller, F. L. (2002a, April). Content-based instruction: A shell for language learning or a framework for strategic language and content learning? Paper
presented at the TESOL convention, Salt Lake City, UT. Retrieved from http://carla.umn.edu/cobaltt/modules/strategies/stoller2002/stoller.pdf
• Unterberger, B. (2014). English-medium degree programmes in Austrian tertiary business studies: Policies and programme design (Doctoral dissertation).
University of Vienna, Austria. Retrieved from http://othes.univie.ac.at/33961/
• Unterberger, B., & Wilhelmer, N. (2011). English-medium education in economics and business studies: Capturing the status quo at Austrian universities.
International Journal of Applied Linguistics, 161, 90-110.
