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KEY CONCEPTS IN CLIL
| Term | Definition |
|---|---|
| CLIL | Content and Language Integrated Learning. It is an approach in which a foreign language is used as a tool in the learning of a non-language subject in which both language and the subject have a joint role. |
| Content | The first of Coyle’s four C. The subject-specific content of curricular subjects taught through the target language include. Subjects as art, citizenship, classics, design technology, economics, environmental studies, geography, history, ICT, maths... |
| Cognition | The third of Coyle’s four Cs. Involves cognitive processes or thinking skills such as remembering, understanding and applying, analysing, evaluating and creative thinking. |
| Communication | The second of Coyle’s four Cs. Learners are encouraged to produce subject-specific language orally as well as in writing, and to participate in meaningful interaction. |
| Genres | Text types which learners read and write in different curricular subjects and which have specific purposes, structures and language features. They are: explanation; instruction; narrative; persuasion; proposal; recount report; review. |
| Genre-based teaching | A process approach to reading and writing which helps learners develop an awareness of how vocabulary and grammatical forms are used in different text types. Learners are helped to identify the kinds of texts they need to read and write. |
| Culture | The fourth of Coyle’s four Cs. Sometimes culture in CLIL is taught as part of the subject of citizenship. |
| CBLT | Content Based Language Teaching. An approach where subject content is used as the main vehicle for learning a language, so students develop language skills while studying meaningful academic topics. |
| Immersion | Programmes where most or all of the subject content is taught through a second language. Common to all models of immersion are key factors: intensity, time and exposure. Immersion programmes are described as ‘early’ , ‘delayed’ or ‘late’ . |
| BICS | Basic Interpersonal Communicative Skills phrase Those skills needed for everyday conversational talk. Cognitive processes linked to BICS include: identifying specific information, naming objects, matching and sorting objects into sets. |
| CALP | Cognitive Academic Language Proficiency. This is the language competence required for studying curricular subjects in a non-native language. CALP refers to the language of academic learning. |
| LOTS | Lower Oder Thinking Skills such as remembering, understanding and applying new subject knowledge. They develop it when they recognise new vocabulary, classify, give examples and compare objects. |
| HOTS | Higher Order Thinking Skills such as analysing, evaluating and creative thinking. These develop reasoning skills, critical judgement and producing new ideas.Higher-order thinking involves the use of advanced language. |
| Soft CLIL | Teaching topics from the curriculum as part of a language course. |
| Hard CLIL | A type of partial immersion when almost half of the curriculum or more is taught in a non-native language. |
| Input | The language and content that learners are exposed to, such as texts, videos, teacher talk, or visuals, used to help them understand both the subject matter and the language. |
| Output | Production of subject content through spoken, written, practical or creative work. |
| Visual or graphic organisers | Aids such as diagrams and charts which are used to help learners remember and understand new information by making it visual. They involve reading, writing down or drawing ideas then seeing or making connections. They can be simple or complex. |
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