1. TEACHING OTHER SUBJECTS THROUGH L2
CLIL
Content and Language Integrated Learning

2. LANGUAGE TEACHING
CONTENT LANGUAGE IN L1
TEACHER ROLE
Reduce their talking time in order to allow more student talking time. They just monitor and ease the learning process
Main source of input.
They talk most of the time
STUDENTS ROLE
Students produce language rather than just learn about it.
They try out various tasks in L2 and communicate interactively..
They mainly receive input and hardly produce any language input.
.They do not always interact with their partners.
GROUP WORK
Pairs, group, individual, whole class.
Primary: Group, pair, class.
Secondary: Individual, sometimes pair, rarely whole class.
INTERACTION
Communicative
Receptive
ACTIVITIES
Active and interesting, interactive and appealing: Audial, visual and kinesthetic.
Audial and visual.
Kinesthetic in Primary Education.
MULTIPLE INTELLIGENCES IMPLIED
Linguistic most of the time.
Linguistic but also logical, mathematical, musical, interpersonal , etc
SKILLS
Listening, reading, speaking, writing
The same but not in the same arrangement and not always considered.
ASSESMENT
Linguistic contents
Subject contents

3. CLIL IS THE RESULT OF COMBINING THESE TWO APPROACHES
TEACHER ROLE
They channel and ease the learning process. Not only source of input. They must provide the students with activities which allow linguistic production. Must reduce their talking time in order to allow for more student talking time. They must explain the objectives clearly, provide and teach new relevant and technical vocabulary. Make “Frames”.
STUDENT ROLE
They must become the main language producer in the class as well as being the the main receptor of input. They must give minitalks and produce written and oral texts and presentations after the “Frames” provided by the teacher.. Make learning materials.
WORK GROUP
Flexible and versatile. Individual, pair work and whole class must be dealt with. Free spaces must be provided in order to allow for kinesthetic needs. Must allow time for thinking and reflect
INTERACTION
Interactive
ACTIVITIES
Comunicative, interactive. They must require cooperation in order to achieve the goals .The information should use different codes in order to activate all the multiple intelligences: From text into chart, chart into text, diagram into oral language, written language into drama, drama into speech, visuals into written, and so forth . Code-switching is a natural and healthy practise.
MULTIPLE INTELLIGENCES
All the intelligences must be worked with.
SKILLS
Reading and writing mainly although every class should at least dedicate some time to listening and oral production . It´s not necessary to follow the skill procedure commonly used in language classes.
ASSESMENT
At first stages it is more appropiate to evaluate the content.However, in further stages it is advisable to gradually give more importance to language assesment. This could be done either by evaluating content and language separetly or by elaborating a personal learning portfolio.

4. NEW TEACHER/STUDENT ROLES IN CLIL
From “students receiving knowledge” to…..
“…students constructing knowledge”
From “Teacher or text as authority “to ….
“….students creating meaning”
From “Teachers imparting knowldege” to…..
“…..teachers encouraging thinking”
From “learning should be fun” to….
“….learning should be challenging”
From “thinking develops naturally” to….
“….teachers can facilitate thinking”

5. CHALLENGES IN CLIL
Speaking in L2 is difficult and not natural for an L1 class.
Many students tend to miss the track and may not pay attention.
Teachers have to produce lots of material.
It´s difficult to make students participate in L2.

6. Understanding what they are really trying to implement
CLIL CHALLENGES
CLIL CHALLENGES FOR:
TEACHERS
STUDENTS
EDUCATION BOARD
CLASSROOM
Using ITC
Tackling with different languages and levels
Persuading students
Getting resources
Using a new language to communicate
Getting used to a new way of learning
Cooperating with their classmates
Understanding what they are really trying to implement
CONTENTS
Making materials
Cooperating with other teachers
Assessment
Using the new language to study contents
LANGUAGE
Mastery of language
Improving their level of English
SCHOOL
Convincing the other colleagues of the advantages of the new approach
Explaining the advantages of the approach to other classes

7. GUIDED WRITING RECAP Last lesson we ________________
First we_____________________
Then we_________________________
After that we_________________________
Finally we________________________
We thought the___________would be
We learnt that________________________-
We would like more of___________________
We would prefer less of_______________

8. GUIDED WRITING RECAP Last lesson we ________________
First we_____________________
Then we_________________________
After that we_________________________
Finally we________________________
I think I did___, ____,___quite well
I´ve learnt that________________________-
I think I have to do more of___________________
I think I have to do less of_______________
If I had to do this activity again I would____

9. Specific characteristics of CLIL
Controlled language
Free creation
VAK
Authonomy
Generating own materials
Interaction
Cooperation
Skills
Intelligences
Paraphrasing