Models of CLIL

 Models of CLIL

The CLIL approach is flexible in order to take account of a wide range of contexts: however, for CLIL to be effective, certain fundamental principles must be recognized as essential.

Teachers need a common plan: those involved with planning and delivering the CLIL curriculum should have the means to:

• define and support a contextualized interpretation of CLIL,

• make explicit the fundamental principles upon which it is based and

• put in place rigorous monitoring and evaluation processes. (Coyle, Hood & Marsh, 2010)
  

  
  

They believe that the aim of the planning process is 'to have a set of learning activities that allow your students to explore different subject matter areas using different thinking processes and language processes... that are exciting and enjoyable... [that have authentic goals... [that] build on students' previous cultural and linguistic experiences... [that] involve students working cooperatively... and provide success to students at many levels'.

In their approach to planning CLIL, they suggest the following framework:

(i) Identify the topic/content to be taught

(ii) Brainstorm activities and ideas using a topic web

(iii) Use the topic web to develop learning objectives

The learning objectives need to reflect our content aims as well as the language that we need to deliver the content, The needs of the pupils, as well as the school Curriculum, will shape the whole planning process.

Let's look at the models!

(Coyle, Hood & Marsh, 2010)

Pre-School 3-6 years

• Immersion
•  Main focus on stimulating, fun activities
• Play-based activities (Ludic approach)
• Phonetics is essential
• Introduction of sounds words and structures
• Introduction to very basic concepts (shapes, colors, numbers, etc

Model A1 (Elementary)

• Confidence-Building and Introduction to key concepts
• A few hours a week with CLIL
• Instructions in L1
• key concepts and communication in L2
• Not strong L2 from sts and Teachers
• Partnerships with other schools
• Usually no L2 teacher available

Model A2 (Elementary)

• Development of key concepts and learner autonomy
• A lot of hours a week with CLIL
• Translanguaging
• Bilingual Material
• Content and L2 teacher work together
• Assessment of key concepts in LI
• Complementary assessment of L2 through a portfolio

Model A3 (Elementary)

• Preparation for a long-term CLIL program
• Various content subjects mainly in L2 In-Depth education in L2
• HOTS
• Assessment of key principles in L2 with a parallel assessment of major concepts in L1
• A lot of support is needed

Model B1 (Middle/High S.)

• Dual-School education
• Schools in different countries share a course through the internet 12 in both countries
• Collaborative projects
• International certification

Model B2 (Middle/High S.)

• Bilingual Education
• A lot of hours a week with L2 
• HOTS are developed
• Many content subjects in L2 Often linked to international certification
• A lot of support is needed

Model B3 (Middle/High S.)

• Interdisciplinary approach
• Specific modules are taught with 12 involving teachers from different areas Environmental science, ICT, etc...
• Content has an international dimension
• Portfolio (assessment)

Model B4 (Middle/High S.)

• Language-based projects
• L2 teacher is responsible for the teaching
• It "looks" like CBT but the focus is on language and content (equally)
• Content assessment is usually formative and complementary to language assessment.

Model B5 (Middle/High S.)

• Specific-domain vocational CLIL
• L2 only in specific areas Develops task-based functions
• L2 and L1 coexist
• Assessment is often bilingual and competence-based

Talking about CLIL with Dr. David Marsh: Models of CLI

L.