Content and Language Integrated Learning (CLIL): An Effective Approach to Language and Subject Learning

What is Content and Language Integrated Learning (CLIL)?

Content and Language Integrated Learning (CLIL) is an educational approach where students learn both a subject and a second language at the same time. The term was first introduced by David Marsh from the University of Jyväskylä, Finland, in 1994. He defined CLIL as "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" (Marsh, 1994). This approach offers an integrated learning experience, where students not only learn the subject itself but also acquire relevant vocabulary and language skills in the process.

For example, a science class taught in English allows students to explore scientific concepts while improving their English language skills. As they engage with the subject content, they are also exposed to new language structures, vocabulary, and communication strategies that are essential in academic and everyday contexts.

Why is Communication Important in CLIL?

One of the key principles of CLIL is the role of communication. According to Matthew Johnson, a bilingual education expert, "communication is one of the cornerstones of CLIL" (Johnson, 2024). The foreign language is not just a medium for communication; it is also the tool through which students construct new knowledge. CLIL lessons emphasize high levels of interaction between students and teachers, as well as between students themselves. This interaction is vital for language acquisition because it allows learners to practice using the language to express and deepen their understanding of the subject matter.

For instance, during a CLIL-based geography lesson in English, students may discuss topics like climate change or ecosystems, using the new vocabulary they have learned to explain concepts, ask questions, and share ideas. This process of using language in context encourages active learning and deeper engagement.

Motivation and Engagement in CLIL

CLIL has been recognized as a natural way to learn a language. Many educators believe that teaching a subject in a foreign language provides students with a clear, real-life reason to learn both the content and the language simultaneously. When students understand that mastering the language is essential for grasping the subject matter, they are often more motivated to improve their language skills. For example, a student learning biology in English will be more likely to invest effort in understanding the language used in the lesson because it directly impacts their ability to understand the scientific content.

Additionally, CLIL classes tend to be more engaging because they provide students with a broader learning experience. Students see how language is used in real-world contexts, making the language more meaningful. For students who may feel disconnected from language lessons, CLIL offers a way to make language learning more relevant and interesting.

How to Implement CLIL in Your Classroom

A successful CLIL class should incorporate four key elements, known as Coyle’s 4Cs framework (1999):

1. Content: This refers to the progression of knowledge, skills, and understanding related to a specific subject area. It is the foundation of the lesson, such as learning about history, math, or science.

2. Communication: This involves using the target language to learn about the content and to practice language skills. For example, students might discuss a topic in the foreign language or present their ideas in English.

3. Cognition: This focuses on developing thinking skills. Students use the foreign language to think critically about the content, making connections between what they already know and new information.

4. Culture: Exposure to different cultural perspectives is an essential part of CLIL. Students gain a deeper understanding of other cultures and ways of thinking, which helps broaden their worldview.

These four elements work together to ensure that CLIL students not only learn the subject but also develop important cognitive and language skills.

How Does CLIL Work?

In CLIL, content subjects are taught in a language that is not the learners’ first language. This process is based on language acquisition rather than forced memorization. CLIL promotes long-term language development, and students usually become proficient in the second language after several years of exposure. Research suggests that it can take 5 to 7 years for students to become academically proficient in a second language when they are in a good bilingual program (Marsh, 1994).

Fluency is prioritized over accuracy in CLIL. Errors are a natural part of the learning process, and students are encouraged to communicate freely. For example, a student who makes mistakes while discussing a scientific topic in English is still gaining valuable experience by practicing their language skills. The emphasis is on using the language in meaningful contexts, which helps students become more comfortable and confident in their abilities.

Competences for CLIL Teachers

To effectively implement CLIL, teachers must have certain competences and skills. According to Bertaux, Coonan, Frigols-Martin, and Mehisto (2009), the key competences for CLIL teachers include:

• Knowledge of methodology for integrating language and content: Teachers need to understand how to effectively teach both language and subject content in a way that is meaningful and engaging for students.

• Ability to create supportive target-language environments: Teachers should foster an environment where students feel encouraged to use the foreign language as much as possible.

• Ability to make input comprehensible: Teachers must present subject content in a way that is understandable for students, even if they are not yet fluent in the language.

By developing these competences, CLIL teachers can provide a rich and supportive learning experience that helps students succeed in both language and content learning.

Conclusion

Content and Language Integrated Learning (CLIL) is an effective and engaging approach to teaching and learning. By teaching subjects in a foreign language, CLIL enables students to simultaneously learn content and improve their language skills. This approach promotes communication, motivation, and long-term language development. By applying the 4Cs framework and ensuring that teachers are well-equipped with the necessary skills, CLIL can provide students with a holistic and enriching learning experience.

References

Coyle, D. (1999). Supporting the development of content and language integrated learning (CLIL). University of Aberdeen.

Johnson, M. (2024). Bilingual education and CLIL: The role of communication in language learning. In J. M. Hillyard (Ed.), Handbook of CLIL: Theoretical and practical perspectives. Routledge.

Marsh, D. (1994). Content and Language Integrated Learning: The European Dimension—Action Research Project. Jyväskylä University.

Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Macmillan.