Lifelong Learning Programme

This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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This project has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Teachers’ Guide

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TEACHING SCIENTIFIC SUBJECTS THROUGH PROBLEM BASED AND REAL LIFE CASE SCENARIOS

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Chapter 2: Non-traditional teaching methods and class management
2.2. CLIL
In a CLIL classroom, the curricular subject and new language skills are taught together; thinking and learning skills are also integrated. CLIL teachers can be subject teachers, language teachers or classroom assistants. Different teachers have different goals that can be achieved through a high level of cooperation among them. CLIL has four basic components, usually called ‘4Cs’:
  • Content: it refers to the subject aims.
  • Communication: learners have to produce subject language in oral and written form.
  • Cognition: CLIL promote cognitive or thinking skills which challenge learners.
  • Culture: understanding oneself and other cultures makes the process of communication with foreign people more effective.

The following features are considered the most effective to achieve CLIL aims.
  • Multiple focus approach: A high degree of integration should be pursued between language and content classes and among different subjects.
  • Safe and enriching learning environment: CLIL teachers should encourage students to experiment with language and content providing guided access to authentic materials and learning environments.
  • Authenticity: Connections between learning and students’ lives should be made regularly in CLIL activities as well as connections with other CLIL language speakers. Current materials from media or other sources should be used as much as possible.
  • Active learning: Students have a central role in CLIL lessons: their activities should be based on a peer cooperative work and they should help set content, language and learning skills outcomes. Finally they should communicate more than the teacher who acts as a facilitator.
  • Scaffolding: One of the teacher’s roles is to support student’s language needs building on their existing knowledge, repackaging information in user-friendly ways and responding to different learning styles.
  • Cooperation: A high degree of cooperation among different teachers is recommended when planning lessons and it’s often considered useful involving parents and/ or the local community.
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