Core Feature of CLIL

The following features are considered the most effective to achieve CLIL aims:

•Multiple Focus

•Safe and enriching learning environment

•Authenticity

•Active learning

•Scaffolding

•Co-operation

•Multiple Focus: A high degree of integration should be pursued between language and content

classes and among different subjects.

- Supporting language learning in context classes.

-Supporting content in language classes.

-Integrating several subjects.

•Safe and enriching learning environment: CLIL teachers should encourage students to

experiment with language and content providing guided access to authentic materials and

learning environments.

-Using routine activities and discourse.

-Displaying language and content throughout the classroom. 

-Building student confidence to experiment with language and content.

•Authenticity: Connections between learning and students’ lives should be made regularly in CLIL

activities as well as connections with other speakers of the CLIL language. Current materials from media

or other sources should be used as often as possible.

-Letting the students ask for the language help they need.

-Maximizing the accommodation of student interests.

•Active learning: Students have a central role in CLIL lessons: their activities should be based on peer

cooperative work and they should help set content, language, and learning skills outcomes. Finally, they

should communicate more than the teacher who acts as a facilitator.

-Students communicating more than the teacher.

-Students help set content, language and learning skills outcomes.

•Scaffolding: One of the teacher’s roles is to support student’s language needs building on their existing

knowledge, repackaging information in user-friendly ways and responding to different learning styles.

-Building on students’ existing knowledge, skills, attitudes, interests and experience.

-Repackaging information in user-friendly ways.

•Co-operation: Planning courses/lessons/themes in co-operation with CLIL and non-CLIL teachers.

Involving parents in learning about CLIL and how to support students. In addition to involving the local

community, authorities, and employers.

-Connecting with other speakers of the CLIL language.

-Making a regular connection between learning and the student’s lives.