The CLIL T ool Kit: Transforming theory into practice

by Do Coyle, Philip Hood and David Marsh

This chapter builds on the theoretical issues raised in the previous chapters. It provides a
tool kit for teachers to map CLIL practice for their own context and learners. It is based
on two core principles: that all learners have an entitlement to quality teaching and
learning environments, and that CLIL has a contribution to make in achieving this.

About the book: CLIL: Content and Language Integrated Learning

CLIL (Content and Language Integrated Learning) has emerged
since the millennium as a major trend in education. Written by Do
Coyle, Philip Hood and David Marsh and drawing on their
experience of CLIL in secondary schools, primary schools and
English language schools across Europe, this book gives a
comprehensive overview of CLIL. It summarises the theory which
underpins the teaching of a content subject through another
language and discusses its practical application, outlining the key
directions for the development of research and practice. This book
acknowledges the uncertainty many teachers feel about CLIL,
because of the requirement for both language and subject
knowledge, while providing theoretical and practical routes towards successful practice
for all.

About Do Coyle
Do Coyle has been Professor of Learning Innovation at the University
of Aberdeen since summer 2008. She came to Aberdeen from the
University of Nottingham, where she was Associate Professor of
Education, Co-Director of the university s CETL-Visual Learning Lab
and member of the Learning Sciences Research Institute. Professor
Coyle is an international expert in CLIL and has played a major role
in the European movement associated with bilingual and modern
languages education. Working towards the borderless classroom, she has created
innovative approaches to video conferencing using the T eaching and Learning
Observatory concept. She is a member of the international research group on learning
strategies (IPOLLS), the European research group for CLIL (CLILCOM) and is guest editor
of the International Journal of Bilingual Education and Bilingualism. Do Coyle is co-author
CLIL: Content and Language Integrated Learning (Coyle, Hood and Marsh, 2010,
Cambridge University Press).

www.cambridge.org/elt

About Philip Hood

Philip Hood works in the Centre for Research in Schools and
Communities in the School of Education, University of
Nottingham. He is Course Director of the National SCITT in
Outstanding Primary Schools (a School-based Initial T eacher
T raining course, hosted by the University). In the field of primary
education he is best known as a researcher and curriculum
developer in the curriculum area of Modern Languages. He has
extensive experience of training teachers who are preparing to
teach CLIL modules and is co-author of the 2010 publication CLIL:
Content and Language Integrated Learning along with Do Coyle
and David Marsh (Cambridge University Press).

About David Marsh

David Marsh has worked on multilingualism and bilingual

education since the 1980s. He was part of the team which
conducted groundwork leading to the launch of the term Content
and Language Integrated Learning (CLIL) in 1994. In 2002, he
coordinated production of CLIL The European Dimension:
Actions, T rends and Foresight Potential for the European
Commission (DG EAC). This overview of the situation in Europe
was used in the compilation of the 20042006 EC Action Plan:
Promoting Language Learning & Linguistic Diversity. During 2008
2009 he coordinated an international research team (on behalf of
the European Commission) examining the evidence available concerning the impact of
multilingualism on the brain. He is currently acting as Strategic Director for CCN (Europe),
and handles various educational development and research initiatives in the European
Union and East Asia.

www.cambridge.org/elt