The group was fairly large considering it was a dull morning on the last day and there was significant 'competition' for participants to chose from.  I counted 35 people.

The discussion was busy and concentrated and it's clear to me that integrating content and language is moving into the mainstream from the background of the participants and the experience they all brought to the symposium.

(Susan Barduhn - susan.barduhn@sit.edu)   

• Outline of the day
• A bit about each speaker and his/her intention

Susan Bardun chairs the symposium

• Five questions – put to the presenters as a panel
• Same five questions participants share in groups of three

Susan Holden sets the stage and gets us started

(Deborah Robson - deborahr@hilderstone.ac.uk and Loes Coleman l.coleman@net.ru.nl)

IV.  Case studies

• The Dutch approach (Deboarh and Loes)    15 minutes

• Using CLIL with Young Learners in Bahrain (Eilidh Hamilton eilidh.hamilton@britishcouncil.org.bh or eilidh.hamilton@ye.britishcouncil.org)  

Eilidh describes British Council work in Young Learners' CLIL in Bahrain

• What does a successful CLIL course look like?   
• Primary (Kay Bentley kay_bentley@btinternet.com)   
• Secondary (Keith Kelly keithpkelly@yahoo.co.uk)

My own presentation which outlined the secondary CLIL courses for teachers offered at NILE - www.nile-elt.com - put some key questions to the audience and offered my own thoughts on the answers as well as a sample task to highlight the core content of the CLIL courses offered at NILE.  The PPT is available to download from here...

Kay presents information and materials from NILE courses for YLS CLIL

(Susan Barduhn)    10 minutes

The discussion revolved around 'defining' CLIL and clarifying 'standards', 'needs', 'curriculum content' and there was also an amount of discussion about research which could offer insight into the achievements of CLIL students compared with non-CLIL students.  There is research which shows that CLIL students do not suffer in terms of mother tongue content achievement when studying in a foreign language.  One of the participants mentioned a PhD study they had just written in Switzerland on this very issue.  I've set myself a challenge to gather together references to such research work and will post information on them here in the near future.

The presentations will be written up for the proceedings in the near future and I'm sure there will more similar content at future IATEFL conferences.  The next step may be publisher presentations of CLIL - focused materials combined with teacher workshops.

Best wishes

Keith