Theories Behind the CLIL Approach

When teaching through CLIL—Content and Language Integrated Learning—it is essential to understand the theories that shape how we teach both language and content together. These theories guide us in creating lessons that help students learn a new language naturally, think deeply, and interact meaningfully. Let’s explore some of the most important ideas behind CLIL.

1. The Natural Approach: Learning Language Like a Child

Developed by Stephen Krashen and Tracy Terrell in 1977, the Natural Approach is all about acquiring a language in a way that feels natural and meaningful, much like how children learn their first language (Krashen & Terrell, 1983). Instead of focusing on grammar rules or explicit language instruction, students concentrate on interesting content—science, history, or art—while the second language develops almost effortlessly as a tool for communication.

Imagine how you learned your mother tongue: you listened a lot before speaking, and you understood more than you could say at first. The Natural Approach encourages teachers to provide rich, engaging content so students receive plenty of input in the target language. The goal is fluency and confidence, not just accuracy. This approach respects different kinds of intelligence, understanding that students learn best when the material connects with their interests and strengths.

Why does this matter in CLIL? Because young learners, especially in primary school, benefit from this immersive, content-focused exposure, which sets the stage for more structured learning later on.

Reference: Krashen, S., & Terrell, T. (1983). The Natural Approach: Language Acquisition in the Classroom. Pergamon.

2. Developing Cognitive Skills Through Content

Learning a language is not just about vocabulary or grammar—it’s also about thinking. CLIL pushes students to develop cognitive skills alongside language skills. These are the mental processes we use to understand, analyze, and solve problems.

One useful tool is Bloom’s Taxonomy (Anderson et al., 2001), which categorizes thinking skills from simple to complex:

• Lower Order Thinking Skills (LOTS): remembering facts or understanding basic concepts.
• Higher Order Thinking Skills (HOTS): analysing, evaluating, and creating new ideas.

In CLIL, we design activities that challenge students to think deeply, not just memorize. For example, rather than only recalling facts about plants, students might compare different ecosystems, solve problems about environmental issues, or create their own mini-experiments.

This focus helps students build both language and thinking skills, which are essential for academic success and lifelong learning.

Reference: Anderson, L. W., Krathwohl, D. R., et al. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Longman.

3. Scaffolding: Supporting Students Step by Step

The idea of scaffolding comes from Vygotsky’s sociocultural theory and was expanded by Bruner (Wood, Bruner, & Ross, 1976). Think of scaffolding as a temporary support structure that helps students move from what they can do alone to what they can do with guidance. In language learning, this means providing help in both content and language areas.

For example, a teacher might:

• Activate prior knowledge before a lesson.
• Break a complex task into smaller, manageable steps.
• Use visuals like graphic organizers to clarify ideas.
• Ask guiding questions that lead students to deeper understanding.

As students become more confident, the teacher gradually removes this support until learners can perform independently.

In CLIL, scaffolding is crucial because students are learning content and language simultaneously. Without support, the language barrier might block understanding of important concepts.

Reference: Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100.

4. Communicative Models: Language as Social Interaction

Language is more than just words; it is a tool for interaction. According to M.A.K. Halliday’s Functional Model of Language (Halliday, 1978), language’s meaning depends on its social context. This semiotic perspective explains that words and sentences gain meaning because of how, where, and why they are used.

In CLIL classrooms, language learning happens naturally when students communicate about real content. Teachers plan carefully to scaffold communication, encouraging students to discuss, negotiate, and share ideas. These interactions foster both language development and content understanding.

5. Linguistic Theories: Academic Language and Cognitive Demands

Jim Cummins’ work on language proficiency (Cummins, 2000) helps us understand what kind of language students need to succeed academically. He distinguishes between:

• BICS (Basic Interpersonal Communicative Skills): everyday conversational language.
• CALP (Cognitive Academic Language Proficiency): the formal language used in school for explaining concepts and arguments.

In CLIL, students must develop CALP to fully grasp content subjects. This academic language is often abstract and complex, requiring more time and explicit teaching. Cummins also introduced the Common Underlying Proficiency (CUP) model, showing that skills in the first language support learning in the second language.

Understanding these distinctions helps teachers design lessons that build both language and cognitive skills over time.

Reference: Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.

6. Collaborative Learning: Learning Through Interaction

Building on Vygotsky’s sociocultural theory, CLIL emphasizes collaborative learning—students working together to construct knowledge. When learners interact, they negotiate meaning, ask questions, and explain ideas, all of which deepen understanding and improve language skills (Martín de Lama, 2015).

This approach creates a positive, motivating classroom atmosphere where students feel safe to express themselves and learn from peers. It also mirrors real-life communication, making language learning more authentic and effective.

Final Thoughts

Understanding these theories empowers you, as future bilingual teachers, to create CLIL lessons that are meaningful, supportive, and challenging. Remember, the goal is not just to teach language or content separately but to help students grow as thinkers and communicators in both. By combining natural language acquisition, cognitive development, scaffolding, social interaction, linguistic insight, and collaboration, you can design lessons that truly inspire and prepare your students for academic and life success.

References

Anderson, L. W., Krathwohl, D. R., et al. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Longman.

Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.

Halliday, M. A. K. (1978). Language as Social Semiotic: The Social Interpretation of Language and Meaning. Edward Arnold.

Krashen, S., & Terrell, T. (1983). The Natural Approach: Language Acquisition in the Classroom. Pergamon.

Martín de Lama, M. (2015). Constructivist Theories in CLIL Practice. [Publisher info].

Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100.