Cafe CLIL - CLIL, 30 Years On (250924)

Cafe CLIL - CLIL, 30 Years On (250924)
This is the first in a series of podcasts on CLIL where we take stock of what and where CLIL is today, 30 years since its appearance on the scene.



Audio file of the recording

Zoom's summary AI follows:

Quick recap
Phil and Keith delved into the principles and evolution of Content and Language Integrated Learning (CLIL), emphasizing its importance in education and its ability to enhance teaching and learning through a hybrid approach. The conversation covered various aspects of CLIL implementation, including early language education, the integration of language and content, and challenges faced in teaching non-native speakers.

Summary

CLIL Anniversary Content Planning
They highlighted the importance of the 30th anniversary of CLIL's invention and the 10th anniversary of their book, "Putting CLIL into Practice." Phil reflected on the evolution of CLIL over 30 years, noting how the concept has adapted and grown, while Keith emphasized the need to convey CLIL's relevance to both new and experienced educators.

Understanding CLIL in EducationPhil and Keith discussed the nature of Content and Language Integrated Learning (CLIL), emphasizing that it is a form of education rather than a branch of language or subject teaching. They highlighted the importance of CLIL in helping teachers, whether content or language focused, to develop a hybrid approach that enhances teaching and learning. Phil introduced the "frog" metaphor to illustrate how CLIL encourages teachers to embrace a broader perspective, combining content and language awareness. They also noted that CLIL's origins were rooted in enhancing cognition through language in subject teaching, rather than being solely a language teaching method.

Expanding Educational Dimensions Framework
Phil and Keith discussed the evolution of educational dimensions, focusing on the integration of three key areas: concepts, procedures, and language in their book "Putting CLIL into Practice." Phil highlighted the recent inclusion of attitudinal skills as a fourth dimension, emphasizing its significance in competence-based frameworks, particularly in group work. He argued that attitudes can be assessed through skills like formulating opinions and respecting others' viewpoints, challenging the notion that attitudes are unassessable.

CLIL in Early Language Education
Phil and Keith discussed the principles of CLIL (Content and Language Integrated Learning) in early language education. Keith explained that his school (www.anglia-school.info) focuses on teaching English to young learners through skills-based instruction, rather than traditional language-focused methods, and demonstrated this approach through a hands-on learning activity involving preschool children. Phil agreed that this practical, skills-oriented approach aligns with CLIL principles, particularly in primary education, and noted that similar methods work well in vocational education.

Planned Learning 'Spaces' for Young Learners
Keith discussed the concept of creating planned learning spaces in early childhood education, using various materials and activities to engage young learners. He explained how these spaces help make language repetition meaningful and support the development of academic language through planned and recycled language use. Phil noted that CLIL can be effective with young learners, as it makes language visible and helps students develop academic language skills.

CLIL Education Integration Strategies
Keith and Phil discussed the integration of language and content in education, particularly in CLIL classrooms. They emphasized the importance of teachers being aware of the three dimensions in education: concepts, procedures, and language. Phil explained that good CLIL practitioners focus on one of these dimensions at a time, while still addressing all three. They also touched on the challenges faced by international schools with non-native English speakers and the need for innovative language support tools.

CLIL Strategies for Math Classes
Phil and Keith discussed the challenges of teaching English to non-native speakers in mixed-level math classes and the importance of creating supportive learning environments. They agreed to focus on general CLIL concepts in their upcoming discussions, including guiding input and supporting output, and decided to keep future meetings to 30 minutes.
 
Links
ISB – providing language support in the curriculum
https://www.factworld.info/en/Bulgaria-FACT-Journals-Issue-35
Preschool Science CLIL in Cyprus
https://www.factworld.info/en/Bulgaria-FACT-Journals-Issue-24