Content and Language Integrated Learning

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The 5Cs of CLIL

When teachers are planning a CLIL lesson, there are five things to think about - Content, Communication, competencies, Community, and Cognition.

1. Content
   In traditional teaching, teachers prepare a lesson around a logical development of the area the students have been working on. It’s just the same with CLIL. Teachers develop lessons around what the students already know. In this way, students build their content knowledge like building a wall, one course of bricks on top of the next.

2. Communication
   In the past, students learned a lot of lesson content while they were listening to the teacher talk. With CLIL, teachers talk much less, because the students don’t have enough of the new language to learn in this way. Instead, students study together and work in groups, talking to each other as well as to the teacher, using as much of the new language as they can.

A CLIL teacher needs to ask herself a series of questions:
What sort of communication will the students be involved in?
What language will be useful for that communication?
What key content words will they need?
What scaffolding can I provide?

3. Competences
   ‘Can-do’ statements describe the outcomes of a lesson, for example, ‘I can calculate the area of a triangle’. CLIL teachers think about the can-do statements they want their students to be able to make after the lesson, either about lesson content and skills - or about a new language.

4. Community
   CLIL teachers help students to relate what they learn to the world around them. Students see that what they learn is not just a school subject, but something that relates to ‘the real world’.
   The CLIL teacher therefore needs to think about:
   What is the relevance of this lesson to the student’s daily life and surroundings?
   How does it link to the Community or Culture surrounding the students?
   Does it also link to other cultures?

5. Cognition
   Of course, teachers were helping students learn to think long before the CLIL approach was introduced. They have always asked their students ‘when?’, ‘where?’, ‘which?’, ‘how many?’ and ‘who?’. These questions focus on real, specific and concrete answers.
   Students who learn to answer them correctly develop the thinking skills of recalling, repeating and listing, and of understanding.

Thinking skills such as these were categorised in Bloom’s Taxonomy as Lower Order Thinking Skills (LOTS) as early as 1956 (the Taxonomy was revised in more recent years by Anderson and Krathwohl). According to the Taxonomy, students practising LOTS, as in the questions above, learn to remember and understand information, and to explain it. They also learn to apply new information in a different situation.

The CLIL approach has attempted to add to these concrete thinking skills by adopting more abstract, complex and analytical questioning. This is not just for older or more able students, but in all lessons. A student following a CLIL course will soon have learned to think about such probing questions as ‘why?’, ‘how?’ and ‘what evidence is there?’, and so will have practiced some of the thinking skills categorized by Bloom as Higher Order Thinking Skills (HOTS). Using HOTS encourages students to investigate and evaluate new information and to use it to develop something new.

Source:Chapter 3: The 5Cs

@Hasmik-Ch As-salamo-alaiqum Sister,
Embracing Content and Language Integrated Learning (CLIL) is like opening a door to a world where learning becomes a vibrant, interconnected adventure. By weaving together the strands of subject matter and language acquisition, you’re not just teaching—you're creating a dynamic learning experience that fuels curiosity and ignites passion.

Imagine your students exploring the wonders of science or the beauty of art through a new language, their minds expanding as they grasp complex concepts while simultaneously becoming proficient in a foreign tongue. CLIL transforms every lesson into a journey, where language and content come together to create a tapestry of understanding and discovery.

Incorporating CLIL into your teaching is a bold and inspiring choice. It empowers students to connect their learning with real-world applications, preparing them to thrive in a globalized world. Your commitment to blending content and language not only enhances their academic growth but also equips them with the skills and confidence to navigate diverse environments.

You are guiding them on a path where learning is not just about acquiring knowledge but about experiencing it in new and exciting ways. Keep nurturing their curiosity and passion; you’re not just shaping their education but inspiring their future.

@Ana_moderator As-salamo-alaiqum Sister,
Certainly! CLIL (Content and Language Integrated Learning) can be applied across a wide range of subjects beyond language learning. Here are some specific examples of how CLIL methodology can be integrated into various academic and non-academic subjects:

1. Science
   Example: Teaching a biology unit on ecosystems in English.
   Activity: Students can learn about different ecosystems (e.g., rainforests, deserts) and their components in English. They might read scientific articles, participate in experiments, and discuss their findings using scientific terminology in English.

2. History
   Example: Exploring the Industrial Revolution through French.
   Activity: Students study historical documents, timelines, and key figures of the Industrial Revolution in French. They might create presentations or write essays about how the revolution impacted society, using French vocabulary related to history.

3. Geography
   Example: Learning about world climates in Spanish.
   Activity: Students analyze climate maps and weather patterns in Spanish. They could work on projects comparing different climates around the world and present their findings in Spanish.

4. Mathematics
   Example: Conducting statistical analysis of global population data in German.
   Activity: Students use German to interpret graphs and charts related to global population statistics. They might perform calculations and present their statistical findings in German.

5. Art
   Example: Creating art inspired by different cultures in Italian.
   Activity: Students learn about Italian art movements, techniques, and famous artists. They create their own artworks inspired by these styles, using Italian vocabulary related to art and design.

6. Cooking
   Example: Exploring international cuisines in Japanese.
   Activity: Students follow Japanese recipes, learn cooking vocabulary, and understand cultural significance behind various dishes. They could prepare dishes and present their culinary creations in Japanese.

7. Physical Education
   Example: Learning sports terminology and rules in Mandarin.
   Activity: Students learn the rules and vocabulary of various sports in Mandarin. They could participate in sports activities and games, using Mandarin to communicate and understand instructions.

8. Technology
   Example: Programming and coding in Dutch.
   Activity: Students learn to code using Dutch programming resources and tools. They might work on coding projects and discuss programming concepts in Dutch.

9 Environmental Studies
Example: Investigating sustainability practices in Swedish.
Activity: Students study environmental issues and sustainability practices in Swedish. They could create presentations or reports on local and global environmental challenges and solutions.

Benefits of CLIL in Various Subjects
Enhanced Language Skills: Students learn subject-specific vocabulary and language structures in context, improving their overall language proficiency.
Deeper Understanding: By engaging with content in a foreign language, students gain a richer understanding of both the subject matter and the language.
Cultural Awareness: Students are exposed to different cultures and perspectives, fostering a more global outlook.
Motivation and Engagement: Integrating language learning with interesting content makes lessons more engaging and relevant to students' interests.
By integrating CLIL into these subjects, you can create a more immersive and effective learning environment that enhances both content knowledge and language skills.

@Hasmik-Ch I opened this link that you provided me it was good and full of information. I really liked that!
Thanks

Some regards CLIL programs aim to increase students’ subject-area knowledge while at the same time improving their knowledge of and skills in the target language. In addition, students should improve their ability to learn and come to understand and appreciate a new culture. Finally, students should not lose ground in their native language. They’re adding a new language, not replacing the one they already know.

@Hasmik-Ch

Inspired in this topic I applied this approach in Geography, specifically in Weather and Climate lesson. In a geography lesson, my students learn about different climate zones around the world. They compared the climate of their own island (Puerto Rico) with that of a country where the target language is spoken, using the foreign language to describe weather patterns, seasons, and their impact on human activities. It was fun for them and for me.

Thank you @Hasmik-Ch

Thank you, @Sanjay-Kumar-1 for your remarks, and the important and broad tips you have mentioned, that's true, with CLIL methodology students enlarge their mindset as they explore different fields, subjects, spheres, and concepts and get acquainted with various cultures and approaches. And in parallel with getting knowledge they practice languages and master their fluency in speaking, writing, and listening skills.

@Tabassumlaghari you are welcome,
I want to share other links to a YouTube channel and a website where you can find informative and interpretive videos about CLIL and useful resources for lesson planning.
CLIL Matters
CLIL Resources

@Adel-8d693e36c4 That's true, when we explore new cultures we compare, analyze, and appreciate ours more and more. Cross-cultural communication enriches our personalities and knowledge, enlarges our mindset, and helps us to respect different points of view and diverse outlooks.

@BRYANb8875625e5 you are welcome.
Sometimes I use students' interests and hobbies to foster language learning and we dig deep into Science and Technology, Art, and Sports. It helps my students to be motivated and more involved.
Here are some of the presentations my students and I created due to their interests.
Museum International Day

World Press Freedom Day

Red cross establishment date

@Hasmik-Ch
Really nice topic to discus here actually it is new experience for me.... Dear Ma'am i want to learn more about CLIL.please share your experience and guide us how we can implement this methodology in our classes

@Hasmik-Ch It's good to reading this text refers to Overall, CLIL supports a holistic educational approach, where students enhance their subject knowledge while simultaneously improving their language skills, preparing them for a more interconnected and globalized world.

@Hasmik-Ch That's I great! Surely I will visit.

@Hasmik-Ch
I think CLIL is beneficil for those educational set ups where education system is bilingual like Pakistan where much content is in second language i,e English. The students learn more subjects in second language so together with learning content of the subject they need to learn English Language Skills without which they wiil not be able to grasp the content of the subject. As you have mentioned 5 Cs which is the main part of CLIL. I think these 5 Cs are necrssary for language learning. You have explained CLIL comprehensively and the others have commented on it. You have agreed with them also. After reading all this I've commented in the perspevtive of my country Pskistan's educational set up.
Yousuf Memon
From Matiari Sindh Pakistan.

@Yousuf-Memon thank you for your comment. I am very glad to hear that in terms of academic objectives students in your country also practice different subjects in English. In this era of digital education students are keen on learning foreign languages as it helps them to explore more than we have in our textbooks. They surf the net and meet different content in frames of their hobbies and interests, they play games with their peers from different countries, they have no boundaries to contact English speakers and native speakers from dozens of countries, so they have lots of other resources and opportunities to get knowledge, master their speaking skills. What we do in our classes, is: to bring this content to our class, using English and sometimes Russian to enlarge their imagination and fantasy, to show what their peers learn, what common challenges they meet, what they can do by knowing English, and what makes their learning enjoyable and entertaining.

@FarhanMehboob
Indeed, the integration of subjects also plays a great role in learning with this methodology. English (or another target language), digital skills, and content-based learning provide the students with up-to-date knowledge, and it forms also tolerance and respect toward other countries and national values.

@Kalimullah-Memon thank you,
I would like to share one of the projects we had with my colleagues from Romania, Jordan, Ukraine, Tunisia, Italy, and Turkey (and my school from Armenia) where we aimed to collect all the inspiration our students had and the sayings and quotes inspiring them to have mindfulness and motivation. During this project, they explored science, history, technology, sport and medicine, art and literature, music and architecture, geography, and ICT. The amazing fact was that all the teachers participating in the project were not English teachers but all the findings and materials our students provided and collected were in English. We created educational materials in English which were formed by the needs and demands of our students and which inspired both the young generations and adults.
Here is the link to the final product of the project, the blog >>> "Inspirations"

Really impressive work.

@Hasmik-Ch
Good work. I appreciate your work.

@Kalimullah-Memon
@Yousuf-Memon, thank you.