Formal language used to describe complex ideas

Gathering information about learners' progress

Basic Interpersonal Communication Skills. Day-to-day language used in informal situations where learners can use clues communicate with each other.

A problem-solving technique where members of a group quickly and spontaneously share ideas and solutions

A hierarchical ordering of cognitive skills that can help teachers teach and students learn.

Cognitive Academic Language Proficiency. Abstract language used for studying in formal situations; this is essential for learners to reach an appropriate level in school subjects.

Words or phrases which are used in specific contexts and often learned as a whole.

Content and Language Integrated Learning: learning a subject and another language at the same time.

The language input just beyond the level of a learner, but that the learner still can understand.

Learning theory which sees learning as the building of ideas based on new experiences.

Subject matter relating to a school subject other than language.

A focus on both language and content.

To draw out something which a learner already knows.

Language commonly used in general social situations.

A word in the target language which looks or sounds as if it has the same meaning as a similar word in the learners' first language

High Order Thinking Skills

Thinking skills which get the brain working harder

The information provided to help learners understand ideas and to construct meaning.

Learners learn a language by exposure to language (input) that is just beyond what they already know.

L2 in CLIL is the target language.

The amount of language learners hear.

The production of language and content in the target language.

A special kind of support that teachers can use to help learners move forward in their learning and understanding.

A way of evaluating work in which the learners score themselves.

The language the CLIL learners are learning

Processing information actively

Zone of proximal development (ZPD)

The distance between a learner's original level and next level of development.

Low Order Thinking Skills

Thinking skills which don't require a high level of student engagement. They reflected by the lower three levels in Bloom's Taxonomy: Remembering

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CLIL TERMS

Learn essential CLIL terms

Term	Definition
Academic language	Formal language used to describe complex ideas
Assessment	Gathering information about learners' progress
BICS	Basic Interpersonal Communication Skills. Day-to-day language used in informal situations where learners can use clues communicate with each other.
Brainstorming	A problem-solving technique where members of a group quickly and spontaneously share ideas and solutions
Blooms Taxonomy	A hierarchical ordering of cognitive skills that can help teachers teach and students learn.
CALP	Cognitive Academic Language Proficiency. Abstract language used for studying in formal situations; this is essential for learners to reach an appropriate level in school subjects.
Chunks	Words or phrases which are used in specific contexts and often learned as a whole.
CLIL	Content and Language Integrated Learning: learning a subject and another language at the same time.
Comprehensible input	The language input just beyond the level of a learner, but that the learner still can understand.
Constructivism	Learning theory which sees learning as the building of ideas based on new experiences.
Content	Subject matter relating to a school subject other than language.
Dual focus	A focus on both language and content.
Elicit	To draw out something which a learner already knows.
Everyday language	Language commonly used in general social situations.
False friends	A word in the target language which looks or sounds as if it has the same meaning as a similar word in the learners' first language
High Order Thinking Skills	Thinking skills which get the brain working harder
Input	The information provided to help learners understand ideas and to construct meaning.
Input hypothesis	Learners learn a language by exposure to language (input) that is just beyond what they already know.
KWL	What I know.
L1	First language.
L2	L2 in CLIL is the target language.
Language exposure	The amount of language learners hear.
Output	The production of language and content in the target language.
Scaffolding	A special kind of support that teachers can use to help learners move forward in their learning and understanding.
Self assessment	A way of evaluating work in which the learners score themselves.
Target language	The language the CLIL learners are learning
Thinking skills	Processing information actively
Visual support	Pictures
Zone of proximal development (ZPD)	The distance between a learner's original level and next level of development.
Low Order Thinking Skills	Thinking skills which don't require a high level of student engagement. They reflected by the lower three levels in Bloom's Taxonomy: Remembering

Created by: user-2019677

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