Curriculum Integration in CLIL

Opening Reflection:

Think about a traditional English learning task, such as “learning about fruits.” How could you make this more CLIL-like? For example, instead of just memorizing fruit names, you could explore fruits’ cultural importance, nutritional facts, or scientific classification—all in English. This way, students use language while engaging with real content, making learning richer and more meaningful.

What is an Integrated Curriculum?

An integrated curriculum means combining different subjects so students learn in a connected way rather than in isolated blocks. Imagine how in real life, we don’t separate language from science or culture from history—they all mix together. Curriculum integration mirrors this real-world experience, creating a holistic learning environment where knowledge is connected and meaningful.

Why is this important?

• It provides a meaningful context where students see how ideas link in real life.
• It prepares learners for life-long learning by helping them make connections and solve problems.
• It encourages deeper and faster learning because students build on what they already know, making new information easier to remember (Piaget, Dewey, Bruner).

Humphreys (1981) describes integrated study as when children explore knowledge across subjects about their environment, promoting a broad understanding.

How to Organize an Integrated Curriculum in CLIL

Integration involves combining language learning with content from subjects like science, history, or art. Here’s how it works:

• Use project-based learning where students explore topics actively.
• Group students flexibly to encourage interaction and idea sharing.
• Have flexible schedules and overlap topics across subjects to reinforce learning.
• Use cross-curricular activities to meet objectives in several areas at once.
• Go beyond textbooks—use authentic materials, technology, and community resources.

For example, a project on “The Solar System” could involve:

• English: Learning descriptive language and poetry about planets.
• Science: Understanding planetary facts and temperatures.
• Math: Calculating distances or sizes.
• Art: Creating planet models with recycled materials.

This multi-subject approach helps students see the bigger picture.

The 4 Cs Framework: Content, Communication, Cognition, Culture

Coyle, Hood, and Marsh (2010) emphasize four key elements every CLIL lesson should integrate:

1. Content: The subject matter students learn (e.g., ecosystems, math concepts).
2. Communication: Language skills students need to express and understand content. This includes everyday language and subject-specific terms.
3. Cognition: Thinking skills required, such as analysing, reflecting, and problem-solving.
4. Culture: Understanding different perspectives and building intercultural awareness.

By combining these, CLIL classrooms become vibrant spaces where students don’t just learn English or a subject—they learn how to think critically, communicate effectively, and appreciate cultural diversity.

Why Integrate the 4 Cs?

• It helps students use language actively and for real purposes, not just grammar drills.
• It promotes deeper understanding by connecting language with thinking and cultural context.
• It encourages a natural and motivating atmosphere where students feel confident to take risks.
• It requires careful planning and collaboration among teachers to balance content difficulty, language demands, and student abilities.

Language Learning in CLIL

Learning a language through CLIL is different from traditional language classes. The focus isn’t only on grammar or vocabulary but on using language to construct knowledge and express ideas.

The language triptych concept explains this well:

• Language of learning: Basic vocabulary and expressions for the topic.
• Language for learning: Communication skills needed to manage classroom tasks and discussions.
• Language through learning: New language that emerges as students engage and interact, which can’t always be predicted but is crucial for real communication.

This dynamic approach supports students’ gradual and meaningful language development.

Cultural Learning through CLIL

Language and culture are inseparable. In CLIL, students don’t only learn language and content—they experience intercultural dialogue. This interaction fosters understanding of cultural similarities and differences, preparing students to be global citizens. For example, while learning about ecosystems, students might compare local environmental practices with those in other countries, developing empathy and cultural awareness.

Practical Implications for Teachers

To succeed in CLIL, teachers need to:

• Reflect on how to support students socially, cognitively, and emotionally.
• Identify the language needed for their content, including both conversational and academic language (BICS and CALP).
• Collaborate with colleagues to design integrated lessons.
• Continuously improve their own language and teaching skills.
• Adapt materials to fit students’ language levels and needs.

Final Thought: Why is CLIL so Powerful?

Because it mirrors the complexity of real life—integrating language, content, culture, and thinking skills—CLIL offers students a rich, motivating learning experience. It’s a pathway to not just knowing English or a subject but truly using them to understand the world and themselves better.

References

• Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.
• Humphreys, S. (1981). Curriculum integration: What, why, and how?
• Piaget, J. (1954). The Construction of Reality in the Child.
• Dewey, J. (1938). Experience and Education.
• Bruner, J. S. (1960). The Process of Education.