CLIL stands for Content and Language Integrated Learning and has existed since the 1990s. It is an educational approach that originally stems from Communicative Language Teaching (CLT) and has been used mostly by language teachers.

The concept is often credited to David Marsh. CLIL incorporates both the learning of content and the learning of a foreign language which is often English, but it could be teaching in any foreign language that is not the mother tongue of the students.

When we think of content, CLIL is often about the teaching of academic subject matter such as science, history, or geography, but it can also be about the teaching of any other kind of content that is less academic and, some may say, more fun subject matter such as photography, fashion, cooking, or cinema.

CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language.

Source:Introduction to CLIL

Hello @NAJMAc79e2494d9,
My students and I practiced BookCreator for storytelling and as a final product for the project, the tools of the app are very good and multifunctional, we can even upload a video in the book. My elementary and middle-class students love StoryJumper very much are there are lots of animated characters and the students can create an audiobook as it allows recording audio and adjusting it to pages. Here is one of our stories created as a final product for an international project called "Inspirations".

The story of Afflatus

Hello everyone!
I am Hasmik, from Armenia. I live in a rural area and work in a secondary school. I teach English and work with elementary and middle-school students. My favourite part of teaching is project- based -learning as it enlarges students' mindset and develope research and analytical thinking. Besides it broaden their understanding of perception and improve their collaborative skills.
I am a life-long learner and when I have spare time I surf the Internet and explore new approaches and concepts of pedagogy. This helped me practice and integrate media literacy in my studies, environmental education and change-based learning.

@Ana_moderator, thank you
I am sharing my experience when I introduced CLIC methodology in my teaching. I implemented a project called "Show Me My Country" about Armenia and asked my students to explore the architecture, cuisine, culture, customs, and traditions of the country with web resources and collect the information, and represent them to their peers. As it was a familiar topic and they knew a lot about our native country they could get resources and content very easily. The most exciting thing for them was to represent their works in English and they did it with great enthusiasm as they were speaking about their favorite places, dishes, cultural events, and traditions. As they mentioned they felt like
being tourists in their own country and this kind of experience gave them the confidence to be a tour guide in summer in their local area. This kind of project helped them enlarge their vocabulary, and improve their digital literacy, cultural competence and their communication skills.
Here is the link to the final product of the project.
"Show Me My Country" e-book

Thank you very much, @Ana_moderator, I find the forum pretty educating, I am excited to have so many interesting, important, and helpful topics here.

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

CLIL aims to simultaneously develop proficiency in both the content area and the target language. This methodology is used widely in bilingual and multilingual education settings.

Key Features of CLIL
Dual-Focused Learning: CLIL emphasizes both content learning (e.g., math, science, history) and language learning, providing an integrated approach to education.

Language as a Medium: The target language is used as the medium of instruction, allowing students to acquire language skills in a natural context.

Authentic Materials: CLIL often uses real-world materials, such as articles, videos, and presentations, to engage students and provide contextually rich learning experiences.

Cultural Awareness: The approach often includes cultural elements of the language being taught, fostering intercultural understanding and communication skills.

Cognitive Skills Development: CLIL encourages the development of cognitive skills, such as critical thinking, problem-solving, and creativity, through complex content tasks.

Benefits of CLIL
Language Proficiency: Students improve their language skills by using the target language in a meaningful context.
Content Knowledge: Learners gain a deeper understanding of the subject matter, as they engage with it from different linguistic perspectives.
Motivation: The integrated approach can increase motivation and engagement, as students see the practical application of language learning.
Cognitive Advantages: CLIL can enhance cognitive abilities, such as memory and concentration, due to the mental demands of processing information in a non-native language.

Challenges of CLIL
Teacher Preparation: Educators need to be proficient in the target language and skilled in integrating language and content teaching.
Resource Availability: There can be a lack of suitable materials that meet both language and content objectives.
Assessment: Evaluating both content and language proficiency can be complex and requires careful planning.
Implementation Strategies
Collaborative Planning: Teachers of different subjects can work together to create integrated lesson plans that align language and content objectives.

Scaffolding: Provide support structures, such as vocabulary lists, visual aids, and language frames, to help students navigate the language and content.

Interactive Activities: Use group work, discussions, and projects to encourage active learning and language use.

Assessment: Develop assessments that evaluate both content knowledge and language skills, using rubrics that include language-specific criteria.

@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"

Game applications and platforms are what make the lessons more exciting and interactive. My students and I use them for learning grammar, for practicing vocabulary, for project assessment, and entertainment. Most of all we practice LearningApps.org, Quizizz.com, Wordwall.net, and sometimes also Kahoot.com and what's more involving we love to create games ourselves.
Here are some of the games we created:

<iframe style="max-width:100%" src="https://wordwall.net/embed/10587f44e0924b318c9ab014b3ebf0d3?themeId=45&templateId=3&fontStackId=0" width="500" height="380" frameborder="0" allowfullscreen></iframe>

<iframe style="max-width:100%" src="https://wordwall.net/embed/647fe04ff512434681590b37efcd9240?themeId=22&templateId=2&fontStackId=0" width="500" height="380" frameborder="0" allowfullscreen></iframe>

<iframe style="max-width:100%" src="https://wordwall.net/embed/c4bcbc731acd44c3b753f7159df072e0?themeId=2&templateId=5&fontStackId=0" width="500" height="380" frameborder="0" allowfullscreen></iframe>

<iframe src="https://learningapps.org/watch?v=p73amd8ia20" style="border:0px;width:100%;height:500px" allowfullscreen="true" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe>

<iframe src="https://learningapps.org/watch?v=psop7jmzj19" style="border:0px;width:100%;height:500px" allowfullscreen="true" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe>

@Ani-Bareghamyan jan, thank you, happy to have you here!!!!

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

Dear Iqra Khan, thank you for bringing this important topic into the forum.
Regarding professional development, educators have many opportunities to enhance their teaching and learning skills. State programs, online learning platforms, experience exchange, and scholarships provided by private companies and institutions, make a path for educators to enrich the methodology of teaching and master new approaches to working with all types of learners.
In my country (Armenia), in recent years lots of NGOs and ICT companies have been involved in the professional development of teachers running different short-term programs and training, seminars, and long-term programs (STEAM, Civic education, financial Literacy, environmental education, Media Literacy) integrated into school curricula. These kinds of programs create a nice community where teachers cascade their knowledge, share their experiences, and help and support each other with lessons, and projects, and it makes the community productive, dynamic, and firmer.

@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"

@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.

@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.

@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

@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.

@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

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.

Dear Ani, thank you for bringing this topic to the discussion.
I would like to share one of the best websites about Media Literacy where both teachers and learners can find lots of resources for different age groups and various topics for their studies to integrate media literacy into their curriculum.
Common Sense Education

And here is one of the best tools we use when we have any media in our classroom which helps the students to analyze media content, find the hidden messages of media products, and identify the target audience the media is created for. We call them 5 Questions of Media Literacy.

1. Who created this message?
   Help your students "pull back the curtain" and recognize that all media have an author and an agenda. All of the media we encounter and consume was constructed by someone with a particular vision, background, and agenda.

Help students understand how they should question both the messages they see, as well the platforms on which messages are shared.

2. Which techniques are used to attract my attention?
   Whether it’s a billboard or a book, a TV show or movie, a mobile app or an online ad, different forms of media have unique ways to get our attention and keep us engaged. Are they using an emotional plea? Humor? A celebrity? Of course, digital media are changing all the time, and constant of updates and rapid innovations are the name of the game.

Help students recognize how new and innovative techniques capture our attention—sometimes without us even realizing.
3. How might different people interpret this message?
This question helps students consider how all of us bring our own individual backgrounds, values, and beliefs to how we interpret media messages. For any piece of media, there are often as many interpretations as there are viewers. Any time kids are interpreting a media message it’s important for them to consider how someone from a different background might interpret the same message in a very different way.

Model for your students how to ask questions like: What about your background might influence your interpretation? Or, Who might be the target audience for this message?
4. Which lifestyles, values, and points of view are represented—or missing?
Just as we all bring our own backgrounds and values to how we interpret what we see, media messages themselves are embedded with values and points of view. Help students question and consider how certain perspectives or voices might be missing from a particular message. If voices or perspectives are missing, how does that affect the message being sent?
Have students consider the impact of certain voices being left out, and ask them: What points of view would you like to see included, and why? You could even have a discussion here about how popular media can sometimes reinforce certain stereotypes, values, and points of view.

5. Why is this message being sent?
   With this question, have students explore the purpose of the message. Is it to inform, entertain, or persuade, or could it be some combination of these? Also have students explore possible motives behind why certain messages have been sent. Was it to gain power, profit, or influence? For older students, examining the economic structures behind various media industries will come into play.

Source: 5 Questions Students Should Ask About Media