1. Niki Stokes ETI MALTA September 20131

2. Why is it so Important to Learn Languages in Today's World? Educational reasons Cultural reasons Economic reasons Political reasons Niki Stokes ETI MALTA September 20132

3. Content and Language Integrated Learning Language learning and teaching is currently a much debated educational issue in Europe CLIL is one of the innovative methods in language learning and teaching It is one of the best responses to the modern, globalised, integrated world Niki Stokes ETI MALTA September 20133

4. What is CLIL? Niki Stokes ETI MALTA September 20134

5. What is CLIL? The term CLIL has been in use since 1994 CLIL is an umbrella term which encompasses different forms of using language as a means of instruction CLIL can be practised in any language, not only in English CLIL appeals to Generation ‘Y’ – people born after 1990 who ‘learn as they use, use as they learn’ Niki Stokes ETI MALTA September 20135

6. Content and Language Integrated Learning Niki Stokes ETI MALTA September 20136 + Language Study Subject Study Educational approach with dual focus Integration Content and Language Integrated Learning, Svetlana Artioushevskaia, May 01, 2012

7. The World of CLIL Niki Stokes ETI MALTA September 20137 Content and Language Integrated Learning English and other languages Dominance of English in Further Education Generation Y Immersion, Bilingual, Enriched Programmes Europe and Asia 1994 Content and Language Integrated Learning, Svetlana Artioushevskaia, May 01, 2012

8. Definition of CLIL Niki Stokes ETI MALTA September 20138 Content and Language Integrated Learning (CLIL) is a dual-focused educational approach involving the integration of second/foreign/target language study with the study of a non-linguistic subject instructed in that language. Content and Language Integrated Learning, Svetlana Artioushevskaia, May 01, 2012

9. What are the 4 ‘C’s – which should be included in every CLIL lesson? Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum. (It should not repeat the content learnt in other lessons!) Communication – Using language to learn and learning to use language. Language does not follow the grammatical progression found in language-learning settings Cognition - Developing thinking skills which link concept formation, understanding and language Culture- Understanding of others with deepened feelings of community and global citizenship (David Marsh) Niki Stokes ETI MALTA September 20139

10. Basic Principles of CLIL It is the subject matter which determines the language needed to learn The subject is taught in simple easily comprehensible ways, using diagrams, illustrations, graphs, highlighted terms, etc. Language is used to learn as well as to communicate All four language skills (listening, reading, speaking and writing) should be combined Close co-operation and collaboration between teachers is important Niki Stokes ETI MALTA September 201310

11. Success of CLIL CLIL is one of the world’s fastest developing areas of language teaching, especially within Europe and Asia CLIL is effective for all ages of learners, from primary through to adults CLIL is growing due to the dominance of English language in higher education Niki Stokes ETI MALTA September 201311

12. What are the Benefits of CLIL? Development of language competence and intercultural communication skills Increased motivation in both the language and the subject being taught Cultural awareness Internationalisation Preparation for both study and working life Rejuvenates teaching Professional satisfaction for teachers Niki Stokes ETI MALTA September 201312

13. What are some of the Discouraging Factors to a CLIL Programme? Who is to teach CLIL - language or subject teachers? Insufficient knowledge of the content or the language CLIL is complex Lack of resources No single model for CLIL – the context is to be taken into account Teacher overload New kinds of collaboration between subject specialists and language specialists are required Difficulties in assessing of content and language Learners may revert to L1 Niki Stokes ETI MALTA September 201313

14. Don’t forget, a successful CLIL lesson should combine elements of the following: ContentExpansion of knowledge, skills and understanding related to specific elements of the desired curriculum. CommunicationUsing language to learn whilst learning to use language. CognitionDeveloping thinking skills which link language, understanding and concept formation. CultureExposure to alternative perspectives and shared understandings, to improve awareness of differing cultures. Niki Stokes ETI MALTA September 201314

15. References 1. Content and Language Integrated Learning Svetlana Artioushevskaia (May 01, 2012) Content and Language Integrated Learning 2. Content and Language Integrated Learning European Commission. Content and Language Integrated Learning 3. Van de Craen, Piet (2002). Content and Language Integrated Learning, Culture of Education and Learning TheoriesContent and Language Integrated Learning, Culture of Education and Learning Theories 4. Content and Language Integrated Learning (CLIL) Lanqua: Language Network for Quality Assurance Content and Language Integrated Learning (CLIL) 5. Content Language Integrated Learning (CLIL) SKOLA Workshop Session 2. onlinelessons, 19.05.2009. Content Language Integrated Learning (CLIL)onlinelessons 6. Content Language Integrated Learning (CLIL) SKOLA Workshop Session 3. onlinelessons, 19.05.2009. Content Language Integrated Learning (CLIL)onlinelessons Niki Stokes ETI MALTA September 201315