7th ISAs Principals Seminar, Calgary 17 May 2011

Capacity building in CLIL: Challenge and Opportunity

Mara Jess Frigols Martn

CLIL / AICLE: A definition

CLIL is a dual-focused educational approach in which an

additional language is used for the learning and

teaching of both content and language with the
objective of promoting both content and language
mastery to pre-defined levels
(Marsh, Wolff, Genesee, Frigols-Martin, Mehisto, 2010)

Mara Jess Frigols Martn

CLIL: Innovation and change

This definition describes an innovation which requires:

Curricular adaptation

Methodological adjustments in the teaching practice

New ways of designing teaching materials

New ways of assessing learning processes and results

A new way of approaching the teaching/learning process
(holistic, democratic, integrative vision)

Mara Jess Frigols Martn

Some CLIL facts

CLIL is a natural approach to language learning (learning by

using, not learn now to use later)
CLIL draws on the theoretical basis of SLA
CLIL follows a constructivist approach. It is learning by
construction, as opposed to learning by instruction
CLIL promotes the acquisition and development of cognitive
skills
CLIL is student-centred
CLIL involves social learning
In CLIL the content drives the language
Mara Jess Frigols Martn

Origins of CLIL

CLIL has emerged as a major innovation for simultaneously improving

levels of language learning, and reforming educational curricula

Mara Jess Frigols Martn

CLIL: Good ingredients

put together in a slightly different way

Mara Jess Frigols Martn

The CLIL Umbrella

Mara Jess Frigols Martn

Under the CLIL Umbrella A Continuum

Total Immersion
Partial Immersion
Double Immersion
Bilingual Immersion
Two-way Immersion
Dual language Immersion
Foreign language Immersion
Heritage Language Immersion

Mainly Language-inspired

Mara Jess Frigols Martn

Sheltered Instruction Observation Protocol

Cognitive Academic Language Learning
Cross-curricular Language Teaching
Content-based Language Teaching
Task-based Language Instruction
English as medium of Instruction
English for Specific Purposes
Content-based Instruction

Mainly Content-inspired

CLIL as a catalyst for change

Mara Jess Frigols Martn

Integration and Disjuncture

For students, CLIL holds the promise of big results. For parents,
teachers, school managers and educational authorities, CLIL
programme implementation often causes disjuncture a
tension between ones current way of doing things and a new
approach
Mehisto, 2008

Mara Jess Frigols Martn

CLIL teachers main concerns

Linguistic competence (B1? / B2? / C1?)

Accessing and developing quality CLIL materials
Making content accessible without any conceptual loss

Making content relevant for students

Reducing teacher talk
Promoting autonomous and co-operative learning
Promoting and supporting critical thinking and
learning skills

Managing students, parents, school directives, and

school administrators expectations
Mara Jess Frigols Martn

How to manage change and overcome disjuncture in CLIL:

Methodological resources and practical guidance

Using a sound theoretical and methodological

foundation for planning lessons and developing
materials: Do Coyles 4 Cs framework
Using rich input, and promoting students co-operation
and rich interaction to produce rich output
Using scaffolding strategies
Making it H.O.T.
Accomodating different learning styles
Using assessment as a learning tool

Mara Jess Frigols Martn

How to manage change and overcome disjuncture in CLIL:

Methodological resources and practical guidance

Creating a safe and enriching learning environment

Acting as a facilitator (not a sage on the stage, but a
guide on the side)

Supporting language learning in content classes and

content learning in language classes
Cooperating with CLIL and non-CLIL teachers

Creating opportunities for learners to use the language

Involving all stakeholders in the process

Mara Jess Frigols Martn

Designing a didactic unit:

Core features of CLIL methodology

cognition
community / content / communication

Source: Uncovering CLIL (Mehisto, Marsh, Frigols; Macmillan, 2008)

Mara Jess Frigols Martn

Modelo de unidad CLIL de la Consellera de Educacin

de Valencia

Mara Jess Frigols Martn

Modelo de unidad CLIL de la Consellera de Educacin

de Valencia

Mara Jess Frigols Martn

Modelo de unidad CLIL de la Consellera de Educacin

de Valencia

Mara Jess Frigols Martn

CLIL Teacher profile

Teachers undertaking CLIL will need to be prepared to develop
multiple types of expertise, among others: in the content
subject; in a language; in best practice in teaching and
learning; in the integration of the previous three; and, in the
integration of CLIL within an educational institution

(Frigols, Marsh, Mehisto, Wolff, 2010)

Mara Jess Frigols Martn

The EFCT (ECML - CoE)

Mara Jess Frigols Martn

The EFCT: Printed and electronic version

Mara Jess Frigols Martn

Navigation Page

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Key Terminology

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Target Professional Competences

Mara Jess Frigols Martn

Professional Development Modules

Mara Jess Frigols Martn

Research insights on CLIL

language learning
acquisition of content subject competence
development of mother-tongue literacy skills
learner autonomy
affective learning factors (motivation and self-esteem)
cognitive development

Mara Jess Frigols Martn

Added Value
http://eacea.ec.europa.eu/llp/studies/documents/study_on_the_contribution_of_multilingualism_to_creativity/

Mara Jess Frigols Martn

Evidence clusters
Pointing to a greater potencial for creativity amongst those who
speak several languages
Enhanced mental flexibility: Seeing the world through different lenses.
Enhanced problem-solving capacity: Superior performance in cognitivelydemanding problem solving. Inhibitory control. Multitasking.
Expanded metalinguistic ability: Reading between the lines (better
understanding how language is used to achieve specific communication
goals)
Enhanced learning capacity: Superior memory function (especially short
term memory). Holds information for longer whilst the thinking processes
are engaged.
Enhanced interpersonal ability: Superior potential for social
communication. Better perceiving communicative needs of others.
Reduced age-related mental diminishment (in the range of 2-4 years)
Mara Jess Frigols Martn

mariajesus.frigols@campusviu.es

Thank you!
Muchas gracias!