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WHAT DO I UNDERSTAND BY CLIL?
4. Which three of the seven aims of slide 13 do you think are the most
important for CLIL?
BASIC INTERPESONAL COMMUNICATIVE SKILLS (BICS) are included to develop social and conversational situations.
COGNITIVE ACADEMIC LANGUAGE PROFICIENCY (CALP) is required to hypothesise, intemperate evidence and
or Arts through the foreign language or any non- native language in a process of language acqusition.
This approach has become really powerful from the 1970s when the Council of Europe realised
languages were absolutely crucial to interact and thefore, they should be acquired through direct
To increase their confidence in the target language. Students increase their confidence while learning contents in
the target language. Moreover, CLIL favours debates and
project work (skill integration).
To encourage links of community and citizenship. The whole community works together to develop a process
of language acquisition more natural and contextualised than
4/8/2017 when it comes to English as a Second RODRIGO
Language.
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MY PERSONAL OPINION ON CLIL
I think the CLIL methodology is an excellent opportunity to increase our students confidence
and self- esteem, promote thinking skills (higher- order thinking skills, such as analysing,
creating or debating), and make a purposeful use of the target language. As many classmates
also said during the last session, CLIL is a way to give the English language (or any other
language if that is the case) an intrinsic value. Students should realise that the English
language is not just to pass the subject or to speak about language (metalinguistic function),
but to express many different ideas, feelings, emotions with diverse purposes.
different functions, and not just from a metalinguistic point of view. I consider that is what CLIL is
about. Language has many functions, and it is a much more powerful tool than out students
could probably imagine. That is why CLIL is so relevant to make them reflect on how many
contents can be covered with a language that they may not actually master yet. Moreover, taking
advantage of CLIL, the emotional intelligence could be clearly benefited from the English lessons,
if more attention was paid to vocabulary to talk about feelings and emotions. I deeply believe the
emotional competence should be developed at the same time than the communicative
competence.
3. Make English the vehicular language to access lots of non- linguistic products
5. Keep yourself updated by attending free courses which will help you do your best in class
6. And, the most important, enjoy your CLIL practice being yourself!
Information gaps
Jigsaw
Reading tasks
Jumble tasks
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Question loops
Trivia search - 'things you know' and 'things you want to know'
Project work
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CLIL HOW TO DO IT
https://www.teachingenglish.org.uk/article/clil-%E2%80%93-how-do-it
http://www.macmillanenglish.com/category/clil-materials/
http://www.eslprintables.com/teaching_resources/clil/
http://www.isabelperez.com/clil/clicl_m_6.htm
All bilingual schools have a twinned school in the United Kingdom so as to:
o Exchange projects, experiences, and activities
o Exchange correspondence
o Organize visits
o Promote students and teachers exchanges
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As the American teacher Rita Pierson says, we (teachers) are born to make a
difference. When using CLIL our main duty should be to make every student
feel a champion by finding the genius they have within themselves!
2. Brinton, D. & Master, P. (Eds.) (1997). New Ways in Content-Based Instruction. New Ways in
TESOL Series II. TESOL.
3. Harding, Edith and Philip Riley (1986). The Bilingual Family: A Handbook for Parents.
Cambridge: Cambridge University Press.