Content and Language Integrated Learning

CLIL

      Content and language integrated learning has become the umbrella term describing both learning another content based subject such as physics or geography through the medium of a foreign language and learning a foreign language by studying a content based subject.

     It is a competence based teaching approach that is gaining ground in European education systems. The idea is to teach both the subject and the language. It is captured in the phrase 'using language to learn, learning to use language'.

     Content and language integrated learning describes a pedagogic approach in which language and subject area content are learnt in combination. The generic term CLIL describes any learning activity where language is used as a tool to develop new learning from a subject area. Within the CLIL classroom, language and subject area content have complementary value. Learners process and use language to acquire new knowledge and skills and as they do so, they make progress in both language and subject area content.

     Introducing CLIL involves curriculum development. The CLIL approach to the curriculum is inclusive and flexible. It encompasses a variety of teaching method and curriculum models and can be adopted to the age, ability, needs and interests of the learners. The approach is suitable for primary and secondary schools and further and higher education.

     Content and language integrated learning was originally defined as a pedagogical approach with a dual focus, involving the integration of language(second/foreign) study with the study of a subject domain instructed in that language.

The ADVANTAGES of CLIL:

1. It introduces the wider cultural context.
2. It helps to prepare for Internationalization.
3. It also helps to access international certificate and enhance the school profile.
4. CLIL improve overall and specific language competence.
5. It helps to increase learners motivation.
6. CLIL develops multilingual interests and attitudes.
7. It helps the students to prepare for future studies or in working life.

The OBSTACLES in implementing CLIL:

1. Opposition to language teaching by subject teachers may come from the language teachers themselves.
2. Subject teachers may be unwilling to take on the responsibility.
3. CLIL is based on language acquisition, but in monolingual situations, a good deal of conscious learning is involved, demanding skills from the subject teacher.
4. The lack of CLIL teacher training programmes suggests that the majority of teachers working on bilingual programmes may be ill equipped to do the job properly.
5. Some aspects of CLIL are unnatural, such as the appreciation of the literature and culture of the learners own country through a second language.

SUMMERY:

     Good practice in CLIL has few pedagogic disadvantages. However the journey to successful CLIL is not always straight forward oe immediate. Initially CLIL teachers need to invest time in rethinking how they will teach through an additional language.