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CLIL articles

A selection of methodology articles from CLIL experts and teachers discussing issues surrounding CLIL teaching and covering topics including content-based learning, working with words and lesson-planning.

Related resources

  • Article: Teacher collaboration in CLIL

    Author: John Clegg Type: Article

    In this article, John Clegg states the importance of CLIL teachers collaborating with others to create a powerful learning system.

  • Article: What is CLIL?

    Author: Phil Ball

    Despite the self-explanatory nature of the phrase 'Content and Language Integrated Learning', the true nature of CLIL still remains elusive. This introductory article (of four) briefly analyses a series of broadly-accepted definitions of CLIL as a way of highlighting its most significant characteristics.

  • Article: Exploring CLIL

    Author: Peeter Mehisto Staff Room

    Peeter Mehisto, lead author of Uncovering CLIL and a practising CLIL teacher trainer, explores the concept of CLIL - what it is and equally as important, what it is not. He examines why CLIL is gaining in popularity and how it will affect the way you teach.

  • Article: Working with words

    Author: Keith Kelly Staff Room

    Vocabulary is a very broad area in foreign language learning. In this article Keith Kelly explores two main points: identifying which words to teach and techniques for dealing with new words.

  • Article: Planning CLIL lessons

    Author: John Clegg

    To overcome the language barrier, CLIL teachers need to plan their lessons to include language support as well as content teaching. John Clegg explores the strategies that can be applied.

  • Article: How do you know if you're practising CLIL?

    Author: Phil Ball

    Perhaps due to its relatively recent birth as an approach with a label, CLIL shelters a broad range of practice under its pedagogic roof. But if it is to be taken seriously as an approach, and then adopted by the world of pedagogy, it needs to have identifiable limits. We need to be able to say what it is, but also what it isn't. In what ways does CLIL manifest itself in terms of curricular types, and perhaps more simply - how do you know if you're 'CLIL-ing', to quote a new verb?

  • Article: Content-based learning in the Primary classroom

    Author: Carol Read Type: Teaching notes Staff Room

    Carol Read offers practical guidance on content-based learning, including tips for choosing suitable cross-curricular topics and activities.

  • Article: Language, concepts and procedures: Why CLIL does them better!

    Author: Phil Ball Type: Article

    Can CLIL improve language and subject teaching at the same time? Phil Ball examines this bold claim by contrasting task design in native speaker and CLIL lessons, looking at the procedures and processes students undergo to acquire content knowledge.

  • Article: Activity types in CLIL

    Author: Phil Ball

    Can CLIL deliver? Phil Ball looks at some of the challenges facing CLIL, as it attempts to both gain a foothold in standard educational practice and at the same time convince its doubters that it can really deliver.

  • Article: Managing CLIL Programming

    Author: Peeter Mehisto Staff Room

    Launching and developing a sustainable CLIL programme need not be a daunting prospect for schools. In this practical and insightful article, leading CLIL author Peeter Mehisto guides us through the planning and the pitfalls that can make or break a CLIL programme.

  • CLIL and Competence-based learning a practical example: INEBI and BHINEBI

    Author: Lui García Gurrutxaga Type: Article Staff Room

    In this article the author explores the rationale behind CLIL education programs setting INEBI and BHINEBI as examples of learning integration in the Basque Country, Spain.

  • Implementing CLIL: Dangers of a top-down only approach

    Author: Dr. Brian Bielenberg Type: Article Staff Room

    In this article Dr. Brian Bielenberg explores the advantages and disadvantages of top-down and bottom-up approaches to initiating CLIL programs, concluding with a discussion of a hybrid approach that appears to provide the best possibility for successful and sustainable CLIL implementation.

  • Article: The need for a more inductive methodology for CLIL teachers

    Author: Adrian Tennant Type: Article, Reference material, Teaching notes

    Adrian Tennant sets out why he thinks the issue of methodology is as important and challenging as the issue of language proficiency.

  • The language dimension of CLIL

    Type: Reference material

    Keith Kelly argues that language, and an explicit focus on it, is at the heart of CLIL methodology.

  • Article: Skills for CLIL

    In this article John Clegg outlines the language and learning skills which a learner learning a subject through the medium of English as a second language (L2) requires.

  • Article: CLIL for ELT

    Author: Keith Kelly Type: Article

    In this article, Keith Kelly explores the definition of CLIL and gives advice to ELT teachers on how to maximize results in the classroom.

  • Article: The role of TKT: CLIL in professional development courses?

    Author: Kay Bentley Type: Article Staff Room

    Kay Bentley questions and explores the role of TKT: CLIL in the professional education sphere.

  • Article: Defining CLIL parameters

    Author: Phil Ball Type: Article Staff Room

    In this article, Phil Ball challenges the idea that CLIL is an ‘umbrella term’ that covers many educational practices. Instead, he suggests that CLIL is actually a specific methodological practice and gives his own six-point definition.

  • The language of learning across the curriculum

    Author: John Clegg Type: Article Staff Room

    In this article, John Clegg talks about the importance of explicitly teaching general academic language, particularly for learners of a subject in L2.

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