Cafe CLIL - What factors to consider when implementing CLIL

Cafe CLIL 10 – What factors to think about when implementing CLIL






Keith and Phil reviewed key takeaways from previous discussions (so if you find something of interest, go back and take a look!):
1) 30 Years On
Situations and Competences
CLIL is a form of education, rather than a branch of subject teaching or language teaching

2) Sequences over Lessons
Sequences are what distinguishes ELT from CLIL
CLIL looks at the global picture

3) What’s in it for subject teachers / What’s in it for language teachers?
The impact of language on cognition
Joining up the curriculum

4) Thinking Skills and CLIL
In L2 the cognitive demand is much higher than L1
WIDA and the CDFs

5) Does the 4Cs Work?
They are a curricular paradigm
Don’t make it too busy as it risks diluting the important stuff

6 and 7) Materials
Get stuff off the page
Sequencing and scaffolding

8) Teacher Language
Teacher confidence, does it matter?
Functioning over perfection

9) Learner Language
Plan with learner language in mind
BICS and CALP
 
Summary (AI generated) of CLIL Framework and Implementation Insights
Keith and Phil reviewed key takeaways from their previous discussions on CLIL, focusing on its evolution, the role of sequences, the benefits for subject and language teachers, and the importance of cognitive demand. They concluded that the four C's framework is here to stay but should be used as a curricular paradigm rather than a lesson planning tool. The discussion also covered the significance of materials, teacher language, and the balance between basic and cognitive academic language proficiency in CLIL. These insights will inform their upcoming discussion on factors to consider when implementing CLIL on a national or institutional scale.
CLIL Implementation: Contextual Challenges
Phil and Keith discussed the implementation of CLIL (Content and Language Integrated Learning) at different scales, from regional to school levels. Phil introduced a model with a metaphor from physics, developed by Fred Genesee and Peter Meester, which involves forces, mechanisms, and counterweights. They discussed how contextual factors such as linguistic, cultural, and political parameters of a nation-state can affect the success of CLIL implementation. Phil emphasized the importance of understanding the methodological parameters of CLIL and highlighted the potential dilution of the CLIL paradigm if different contexts are considered. They also touched on the concept of counterweights, which can be positive or negative, depending on factors like the educational system and political outlook of a country.
CLIL Implementation Strategies in Education
Keith and Phil discussed the implementation of Content and Language Integrated Learning (CLIL) in educational systems, focusing on the balance between top-down and bottom-up approaches. They highlighted successful examples like Austria and Cyprus, where a combination of government support and teacher involvement led to effective CLIL implementation. The conversation also touched on the importance of stakeholder engagement, the role of pre-service teacher education, and the need for alignment between intended learning outcomes and teaching activities. They concluded by mentioning the work of John Biggs on constructive alignment, which could provide insights for implementing CLIL in educational systems.

Building Bilingual Education Systems: Forces, Mechanisms and Counterweights, 2015. P. Mehisto, F. Genesee (Eds.) Cambridge: Cambridge University Press
International Perspectives on CLIL – Palgrave
https://www.researchgate.net/publication/351686591_International_Perspectives_on_CLIL
Interview with Brian Tomlinson
https://marcoele.com/descargas/36/tomlinson-interview.pdf
John Biggs https://www.tru.ca/__shared/assets/Constructive_Alignment36087.pdf