Effective Strategies for Using Activity Types in Content and Language Integrated Learning (CLIL)

 Content and Language Integrated Learning (CLIL) is an educational approach designed to enhance students’ language learning while simultaneously developing their subject knowledge. This method combines language acquisition with the study of various academic subjects, ensuring that students gain proficiency in both areas. One effective way to implement CLIL is through the use of specific activity types, which are teaching strategies that engage students in interactive and meaningful learning experiences. In this text, we will explore several of these strategies, explaining how they support both language and content learning.

Hands-On Activities

A key strategy for CLIL is the use of hands-on activities, such as experiments or simulations. These activities allow students to directly engage with the content while also practicing language skills. For example, in a science class, students could conduct an experiment to study chemical reactions. During this activity, they would not only explore scientific concepts but also learn and use related vocabulary such as "reactant," "product," and "mixture." By actively participating in the experiment, students internalize both the content and the language in a natural, context-driven way. Hands-on activities promote critical thinking, encourage problem-solving, and enhance students' ability to use language meaningfully in context.

Group Work and Collaborative Learning

Another effective CLIL strategy is group work or collaborative learning. This involves students working together to solve problems, complete projects, or discuss various aspects of a topic. In a history lesson, for example, students could be divided into small groups to research different perspectives on a historical event. They would then come together to share their findings and engage in discussions. This process requires them to use language in a collaborative setting, promoting both their language skills and their understanding of the content. Group work helps students practice negotiation, debate, and consensus-building, which are valuable interpersonal skills, while also reinforcing subject knowledge.

Problem-Solving Activities

Problem-solving activities are another powerful strategy in CLIL. These activities require students to think critically and apply knowledge from the subject while using language to communicate their ideas. For example, in a mathematics class, students might be given a real-world problem that requires them to use mathematical principles to find a solution. They would need to express their thinking using specific mathematical language, such as "equation," "solution," or "variable." This type of activity deepens students’ understanding of the subject while encouraging them to use language effectively to explain their reasoning.

Using Authentic Materials

In CLIL, teachers often incorporate authentic materials, which are resources that are not specifically designed for language learning but come from real-world contexts. For instance, instead of using textbook passages, students might analyze a current news article or watch a documentary on a relevant topic. This exposure to authentic language use helps students understand how language functions in real-life settings and improves their ability to both comprehend and produce language. Using authentic materials in lessons ensures that students experience the language as it is used by native speakers in various contexts, promoting a more genuine language learning experience.

Activating Prior Knowledge (Schema Activation)

A vital component of CLIL is activating students' prior knowledge, or "schema." Schema activation refers to drawing on students' existing knowledge and experiences to help them make connections with new information. Before starting a lesson on a new topic, teachers can use activities that help students recall what they already know. For example, in a lesson on weather patterns, a teacher might ask students to share their personal experiences with different weather conditions. This helps students build on their prior knowledge and prepares them to learn new concepts more effectively. Activating schema enhances comprehension and retention by linking new information with existing mental frameworks.

Brainstorming and Mind Mapping

Brainstorming is another useful activity in CLIL, as it encourages students to freely generate ideas and make connections between concepts. In a literature class, for example, students might brainstorm different elements that make a compelling story. By sharing their ideas, students can contribute to a collective understanding of the topic. A related activity is mind mapping, where students visually organize their ideas. This technique helps them see how different concepts are connected, which can be particularly useful in subjects like science or history. Brainstorming and mind mapping foster creativity, critical thinking, and collaboration among students.

Discussion Statements

Discussion statements are an interactive strategy that activates students' prior knowledge and encourages them to think critically about new content. For example, in a history lesson on World War II, the teacher might post discussion questions like, "What were the causes of World War II?" or "How did the outcomes of World War I contribute to the start of World War II?" Students would then discuss these questions in pairs, drawing on their existing knowledge of historical events. After the discussion, they might reflect on the connections between the questions, synthesizing their ideas and deepening their understanding of the topic.

Previewing and Organizing Content

Another essential strategy in CLIL is previewing content before diving into a lesson. This involves providing students with an overview of what they will learn, which helps them prepare mentally for the material. For example, before a reading activity, the teacher might give a summary of the text, highlight key vocabulary, and discuss the main themes. This previewing process enables students to anticipate what they will encounter, making it easier for them to focus on relevant information as they read.

Advance Organizers

An advance organizer is a tool used to help students organize and understand new information before learning it in detail. For instance, a teacher introducing a lesson on the human respiratory system might show a diagram and explain its key components. This advance organizer helps students connect new content to what they already know and prepare them for deeper learning. Using advance organizers can also improve memory retention by providing a structure for the new information.

Activating Thinking

Activating thinking involves strategies that prompt students to engage with the material on a deeper level. Linking activities help students make personal connections to the topic, while building activities introduce new concepts or vocabulary that contextualize the content. Both types of activities promote active thinking and encourage students to process the information meaningfully. For example, in a lesson about the solar system, students might first discuss their personal experiences with space before learning about the specific planets. This process activates their thinking and prepares them to grasp new concepts.

During-Activity Implementation

During the activity, both teachers and students must actively engage with the content and language. Teachers facilitate interaction by encouraging students to communicate with each other and use the language in meaningful ways. For example, in a science lesson, students might participate in a group discussion about an experiment, sharing their observations and ideas. Teachers also monitor the students' progress, offering support and making adjustments to ensure effective learning. This could involve providing extra explanations or altering the activity to better meet students' needs.

Conclusion

In summary, effective strategies for using activity types in CLIL include hands-on activities, group work, problem-solving tasks, authentic materials, and schema activation. These strategies promote both content knowledge and language development, providing students with a rich and engaging learning experience. By employing these techniques, educators can foster deeper understanding, critical thinking, and effective communication skills, all of which contribute to successful CLIL implementation.

References

• Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.
• Mehisto, P., Marsh, D., & Frigols, M. J. (2008). CLIL: A European perspective. Cambridge University Press.