1. Day 1: BINUS INTERNATIONAL CLIL Workshop
CLIL: An Overview
Day 1: BINUS INTERNATIONAL CLIL Workshop

2. What our three days would look like
Input
-Workshops
-Discussions
-Lesson Demonstration & Analysis
-Teaching Ideas
CLIL theory and practice (content and language learning)
Output
-Integrate CLIL in the syllabus
(CILOs, Assessment, Teaching, Learning)

3. What CLIL is NOT Simply teaching in a foreign language
Abandoning your own teaching practice
English for Specific Purposes, English for Specific Academic Purposes, Immersion teaching

4. Comparison of language teaching and CLIL
KEY FEATURES
Foreign Language Teaching
Subject teaching in FL (CLIL)
Priority in
planning
Language
Subject
Taught by:
Language or class teacher
Class/content teacher
Assessed as:
Viewed as:
Language teaching
Subject teaching
Materials
Language/Subject
Syllabus
Language Syllabus: gen purposes/CALP
Content syllabus & CALP
Methodology
FLT/language supportive teaching
Language supportive subject-teaching

5. What is CLIL?
“An evolving educational approach to teaching and learning where subjects are taught through the medium of a non-native language.” - TKT CLIL handbook, 2010

6. What is CLIL? Dual focused aims (language and content)
Content-driven learning
Active learning
- learner engagement
- scaffolding

8. Language
Content

9. The 4Cs of CLIL
CLIL
Content
Comm
Cognition
Culture

11. Questions and Teaching Objectives
LEVEL OF THINKING
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Image credit:

12. BINUS JWC Faculty Development Workshop by Frank Talaue, M.A.
“Student engagement is the product of motivation and active learning.”
-Elizabeth Barkley
Image credit:
BINUS JWC Faculty Development Workshop by Frank Talaue, M.A.

13. BINUS JWC Faculty Development Workshop by Frank Talaue, M.A.
How to Engage Students
Art of Questioning
Group think
Task prompts
Eye contact
Get people to talk
Goals
Thinking Time
Photo credit :
BINUS JWC Faculty Development Workshop by Frank Talaue, M.A.

14. Underlying principles of CLIL in the classroom
Subject matter ‘determines the language needed to learn’
4Cs of CLIL: Content, Communication, Cognition, Culture
In a CLIL lesson, the four language skills are used

15. CLIL Aims to focus on content vocabulary
to develop communication skills
to develop cognitive skills
to raise awareness of cultural differences

16. Teachers and CLIL
Cognition
Content
Communication
Competence
Culture

17. Language and CLIL Content-specific language for content learning
Interaction and Discussion
Comprehensible input
Challenging spoken and written output
Development of cognitive skills

18. What CLIL means for teachers
Challenging learners to take an active role in learning
Developing cognitively engaged learners

19. Teacher Roles in a CLIL Classroom
Integrate content and language
Create a rich L2 learning environment
Make input comprehensible
Use “teacher-talk effectively”

20. Teachers and the teaching of language
Highlighting vocabulary
Modeling sentences
Allowing learners to use the target language
Correcting learners through recast
Analyzing errors when producing English

21. Teacher Roles in a CLIL Classroom
Promote extended student output
Attend to diverse learner needs
Attend to continuous growth and improvement in accuracy

22. TTT vs STT Adjust teacher talk Allow ss more time to speak
Elicit student talk
Provide more thinking time
Ask open-ended questions

23. CLIL Models for Higher Education
Coyle, Hood, & Marsch (2010), pp 24-25
Plurilingual Education
> 1 language across the curriculum
Adjunct CLIL
Language and content courses run parallel
Language-embedded
Content courses have language objectives

24. Adjunct CLIL & Language-Embedded Content Courses
BINUS-CLIL Framework
BINUS INTERNATIONAL CLIL
A-CLIL
L-ECC
IELTS/
TOEFL
Exit Test
Adjunct CLIL & Language-Embedded Content Courses
Sem 1 2 3 4 5 6 7 8
Adjunct CLIL
Language-Embedded

25. Bibliography
Alberich, J. (2013 July 27). CLIL: a brief introduction. [video file]. Retrieved from Bentley, K. (2010). The TKT course: CLIL module. Cambridge: Cambridge University Press. Bertaux, P., Coonan, C.M. Frigols-Martin, M.J., Mehiso. P. (2009). The CLIL teachers’ competences grid. Retrieved from Bradbury, D. (2015). CLIL Workshop. [PowerPoint slides]. Bradbury, D. (2012). CLIL Workshop for BINUS UNIVERSITY [PowerPoint slides]. British Council (n.d.). CLIL: a lesson framework. Retrieved from Cambridge University press ELT (2010 Nov 11). David Marsch on CLIL. [video file]. Retrieved from Coonan, C.M. (2013 Oct 29). The role of CLIL teachers. [video file]. Retrieved from Coyle, D., Hood, P. , & Marsh, D. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press. Crawford, A., Saul, W., Mathews, S. & Makinster, J. (2005). Teaching and learning strategies for the thinking classroom. NY: The International Debate Education Association. CRLTatUMichigan. (2009 May 1). Deborah Ball: engaging students in large classes. Retrieved from Dale, L. & Tanner, R. (2012). CLIL Activities: a resource for subjects and language teachers. Cambridge: Cambridge University Press. Matsuda, P.K. (2015). A writing workshop for teachers. [PowerPoint slides]. Matsuda, P.K. (2015). Teaching and Assessing English Writing in the Multilingual Contexts [PowerPoint slides]. Richards, J. (2013). Curriculum approaches in language teaching: forward, central, backward design. Retrieved from University of Leon (2014 Dec 29). Teaching resources and evaluation tools to implement CLIL in the university. Retrieved from