Clil strategy

University of Cambridge ESOL Examinations

Teaching Knowledge Test
Content and Language Integrated Learning

Glossary
©UCLES 2009

V3 Sept 09

TKT: Content and Language Integrated Learning
Glossary of terms and concepts used in TKT: CLIL
The glossary is organised alphabetically. It begins with a definition of CLIL and some terms associated with CLIL. It continues with terms andconcepts presented in Parts 1 and 2 of the TKT: CLIL syllabus.

Terms associated with CLIL
CLIL: Content and Language Integrated Learning
‘CLIL is an approach in which a foreign language is used as a tool in the learning of a nonlanguage subject in which both language and the subject have a joint role.’ (Marsh in Coyle, 2006).

CLIL contexts:
Monolingual: Students in home country learning asubject through CLIL. Some students may be non-native speakers. (e.g. Slovenia) Bilingual: students learn 50 % or more curricular subjects in a second or foreign language (The Netherlands). Multilingual: students learn curriculum subjects in three or more languages (Basque Country, Cataluña). Plurilingual: students learn several languages, one or more of which may be through CLIL. (Australia). CLILexposure: the percentage of CLIL teaching in a curriculum Low = 5-15% Medium = 15-50% High = 50%+

Comparison of foreign language teaching and CLIL
Table 1: Primary foreign language teaching and subject teaching in FL compared

Key Features Priority in planning Taught by: Assessed as: Viewed as: Materials Syllabus Methodology

Foreign language teaching Conventional FL Content-based teachinglanguage teaching Language Language Language or class teacher Language Language teaching Language Language syllabus: general purposes FLT methodology Language or class teacher Language Language teaching Language/subject Language syllabus: CALP Language-supportive teaching

Subject teaching in FL (CLIL) Subject Class teacher Subject Subject teaching Subject Content syllabus and CALPLanguage-supportive subject-teaching desirable

From: Clegg, J (2003) Teaching subjects through a foreign language in the primary school. BC Germany

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additional language: used to refer to any language other than the first or home language or
mother tongue. bilingual: (in CLIL contexts) learners studying several curricular subjects in a non-native language. These learners are sometimes referred to asclassroom bilinguals. CBI: Content based instruction (US) Non-native speakers, often from minority language groups, learning a non-native language to enable them to integrate into mainstream classes. EAL: English as an Additional Language (UK and British schools overseas) Learning and supporting learning of the English curriculum for learners whose first or home language is not English. homelanguage: (Main) language used in the home. Sometimes referred to as ‘primary’ or first language. ILTP: (Intercultural Language Teaching and Learning in Practice) Intercultural Language Teaching and Learning in Practice. Students learning languages and about the culture of three or more societies. (Australia) immersion: programmes where most or all of subject content is taught through a second language(originating and often associated with Canada) Common to all models of immersion are key factors: intensity, time and exposure. immersion programmes are described as early (pre-school or start of education at 5- 6), delayed (8- 14 years old) or late (14+ and adults) Johnstone, R.M. (2008) LAC: Language Across the Curriculum. In the UK this refers to the use of language in the L1 mediumcurriculum. Elsewhere it refers to subject teaching in a target language. (e.g. US, Jamaica) language demands: the language abilities which a learner needs in order to be able to use a language for learning in a given subject, during a subject lesson or using a given subject textbook. Lessons, subjects, textbooks, information technology therefore make language demands on learners. Teachers need knowledge...