CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)

IN PRIMARY EDUCATION

Sepeiov Michaela
University of Preov

Language is not only a means of communication but it contributes to better

awareness of cultures; moreover, it is a tool for better understanding between countries
and EU citizens. Learning foreign languages is a dynamic process in varying conditions
and requires the proper ownership of learning. In a civilized culture that respects human
rights, the plurality of languages should be seen as enrichment and as a reflection of
multiculturalism.
CLIL - Content and Language Integrated Learning- is a method, which was
introduced by Marsh, and refers to situations where subjects, or parts of subjects, are
taught through a foreign language with dual-focussed aims, namely the learning of
content, and the simultaneous learning of a foreign language (Marsh, 1994). And due
to official definition of CLIL Consortium it refers to methodologies used in teaching
situations where a second language is used as a medium for teaching non-language
content. Activities in two languages should be complementary. The CLIL method has two
objectives, one relates to the subject-theme and the second is associated with language.
Language is therefore not the target of learning, but a tool to use in studying.
An important part of the CLIL method is to persuade and show the pupils that they
have many opportunities to develop their own personalities, such as the important fact
improving language skills, learn to present their own ideas, work in teams, think flexibly,
reflect and evaluate themselves, set realistic goals. Show pupils that they learn for
themselves and do what is necessary for life, not the language for the language.
In Slovakia, there is the concept of teaching foreign languages, which proposes
changes in teaching foreign languages in elementary and secondary schools in accordance
with the Program Declaration of the Government and the Language Policy of the SR,
where the following key documents are
- The National Program of Training and Education in the Slovak Republic for
the Forthcoming 15 to 20 years - Millennium
- Lisbon strategy - Competitiveness Strategy of Slovakia until 2010 (the
National Lisbon Strategy) and Government Resolution No. 557 of July 2005 - Action
Plans
- Document the Council of Europe - The Common European Framework of
Reference for Languages: Learning, Teaching, Assessment, CEFR.
Practice has shown that the current state of foreign language teaching especially in
elementary education is largely insufficient, lacks a clear target setting requirements by
CEFR, there is an absence of qualified teachers, and there is no link between the various
levels (Kindergarten -Elementary School). The proposal for language teaching takes into
account the idea of teaching through the application of CLIL in the learning process
without raising the number of foreign language lessons, but through meaningful use of

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language. We believe that it would be appropriate at first stage of primary school to
restrict a dominant position of textbooks in the process of teaching foreign languages via
suitably chosen means of a specific content, which would be in to collaborate with non-
language teachers and there would be incorporated cross-curricular issues under the state
education program for ISCED 1 with a means of a specific and appropriate vocabulary in
the target foreign language to be used in non-language courses and foreign language, but
also during non-school activities - breaks, school club, ... while also developing key
competencies in the mother and foreign languages.
The process of implementation of the CLIL method is very demanding and we
expect negative reactions, whether by language teachers or non-language subjects, since
it will require much more work in preparation and implementation of teaching itself,
which requires the education the CLIL method, but also content language subject.
Certainly it will be very interesting to observe the process of familiarization with the
method of CLIL teachers and their attitudes towards degrees of cooperation, negotiations
and selection of appropriate topics and content especially among teachers of individual
subjects, the subsequent use of the method in practice during the experiment, the process
of eliminating stereotype, upgrading the school curriculum preparation process of
teamwork in terms of education and discussion of content and thematic links between the
books and CLIL.

Literature
MARSH, D.: Bilingual Education & Content and Language Integrated Learning.
International Association for Cross-cultural Communication, Language Teaching in the
Member States of the European Union (Lingua) University of Sorbonne: Paris, 1994.
POKRIVKOV, S.: CLIL plurilingvizmus a bilingvlne vzdelvanie, Nitra: ASAP,
2008.
www.clilcompendium.com/index.html
www.ksutt.sk/oddelenia/ooc/kvcudzj.pdf
www.primarylanguages.org.uk/teaching__learning/embedding/clil/an_introduction_to_
clil.aspx
www.statpedu.sk/documents//16/vzdelavacie_programy/statny_vzdelavaci_program/isc
ed1_jun30.pdf
www.unesco.org/education/information/nfsunesco/doc/isced_1997.htm

Summary
Since the present day is highly dynamic and rapidly changing, as well teaching and
learning of foreign languages would necessary adapt to these changes. Output to language
teaching should be a preparation for life in the new Europe without borders. The aim of
education should not only broaden a cultural horizon of man, teach him to respond only
in certain communicative situations, but also provide an opportunity to acquire
knowledge and skills required by international labour market.
This paper briefly describes the method of content and language integrated learning
(CLIL) in primary education and expectations in implementation.

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