CLIL Methodology: Bilingualism and Classroom Strategies
Types of Code-Switching
There are two main types of code choice depending on the context:
- Situational Code-switching: This occurs when the language change depends on contextual factors rather than the topic. For example, two people might switch to a specific dialect upon realizing they are from the same region.
- Metaphorical Code-switching: This change depends directly on the topic. An example is a Mexican-American family speaking English but switching to Spanish specifically when discussing cooking.
School Setting Example: A student presenting a history project in a foreign language might switch to their mother tongue to explain a complex concept they do not yet have the specific vocabulary for, or use it as a discourse strategy to emphasize a point.
Coordinate and Compound Bilingualism
Coordinate bilingualism means using two languages in different contexts and usually at different moments in life. Each language is linked to its own set of experiences, places, and meanings, so the languages tend to be stored and processed separately in the brain.
Example: A child in the Basque Country who speaks Spanish at home but learns Basque at school. Because of this separation, the two linguistic systems remain more distinct.
Compound bilingualism involves acquiring two languages in the same context and at roughly the same time, often during early childhood. Because both languages label the same experiences, they are more likely to be processed through a shared conceptual system.
Example: A child with one French-speaking parent and one Spanish-speaking parent who grows up using both languages at home from birth.
Key Differences
- Compound bilinguals: Often have a single conceptual store accessed by both languages.
- Coordinate bilinguals: Tend to develop two separate conceptual systems, each tied to its own context of learning.
Essential Tasks for CLIL Lessons
Before starting a communicative task in a CLIL lesson, teachers should:
- Make the purpose and outcome of the communication clear to the learners.
- Identify ground rules and timing for the activity.
- Assign specific group roles to ensure participation.
- Provide examples and structures (such as sentence starters or language frames) to help students communicate subject content.
- Allow for brainstorming or sharing ideas with a partner before the final production to reduce anxiety and process language.
Weak and Strong CLIL
A. Soft / Weak CLIL
Weak CLIL happens when schools use the target language to teach small parts of curriculum content within a language class. The main aim is to develop language skills, while the content is used as support. It is common in primary education, with short exposure periods and fun, low-pressure activities.
B. Hard / Strong CLIL
Strong CLIL refers to partial immersion programs in which a large part of the curriculum—often half—is taught through the target language. It is more common in secondary education or beyond. Students learn curriculum content such as Geography, Biology, or History directly through the target language.
EMI: English Medium Instruction
EMI is defined as using English to teach academic subjects in countries where the majority of the population does not speak English as a first language. It is most commonly implemented in tertiary education to attract international students and facilitate European mobility. Unlike CLIL, EMI is primarily concerned with English as the vehicle for education and does not necessarily have the explicit objective of improving the student’s language skills.
Strategies for Meaningful Interaction
To enhance language acquisition and interaction in CLIL, the following strategies are recommended:
- Use Open-ended Questions: Unlike closed questions, these encourage Higher Order Thinking Skills (HOTS) and extended responses.
- Increase “Wait Time”: Giving students more time to process concepts and language before responding improves the quality and confidence of their answers.
- Collaborative Learning: Implementing activities such as Pyramid Discussions, Hot Seat, or Loop/Domino games encourages students to use subject-specific language.
- Response Partners: Encouraging students to act as “response partners” who provide peer feedback fosters meaningful dialogue.
Historical Context: The 1970s-1980s
The most significant immersion provision was the Canadian experiment with immersion learning in Quebec. It laid the conceptual groundwork for David Marsh, who in 1994 officially defined the acronym CLIL (Content and Language Integrated Learning) to describe educational methods where subjects are taught through a foreign language with dual-focused aims.
Sociocultural Influences on Bilingualism
The sociocultural environment heavily influences bilingualism, particularly through the social status associated with different languages. If a language is perceived as having low prestige, speakers may refrain from using it to avoid discrimination or to sound more “professional” (style-shifting).
Llanito
Llanito is a unique contact language spoken in Gibraltar, at the international border between Spain and British territory. It arises from language contact between English and Spanish and is characterized by heavy code-switching and code-mixing.
Language Shower
A language shower involves brief, regular exposure to a foreign language in a school setting. It is typically classified as Soft (Weak) CLIL because it is a short-term, language-focused introduction rather than a partial immersion program.
BICS and CALP
- BICS (Basic Interpersonal Communicative Skills): Social, conversational skills needed for everyday situations. They are less cognitively demanding and take 2 to 3 years to achieve.
- CALP (Cognitive Academic Language Proficiency): The level required for academic study. It involves higher-order thinking and takes at least 5 years to achieve.
Cross-Curricular Links
Cross-curricular links allow students to increase their contact time with the target language and see it as a tool rather than just a subject. By using the language for real-world tasks across different subjects, students move from “learning English” to “using English” to acquire and communicate complex knowledge.
Bloom’s Taxonomy in CLIL
Bloom’s Taxonomy ranges from simplest (LOTS) to most complex (HOTS):
- Remember: Label a map with the names of countries.
- Understand: Summarize the water cycle using key terms.
- Apply: Solve a math problem using English instructions.
- Analyse: Compare two ecosystems in a Venn diagram.
- Evaluate: Debate the benefits of renewable energy.
- Create: Design a poster promoting environmental awareness.
Resources and Scaffolding
Realia vs. Authentic Materials: Realia refers to real objects or replicas adapted for the classroom (e.g., coins, brochures). Authentic materials are real-world resources created for native speakers, not specifically for educational purposes (e.g., newspapers, podcasts).
Scaffolding: These are the steps teachers take to support learners so they can understand new content and develop new skills. It is temporary support designed to help learners eventually perform tasks independently.
Assessment in CLIL
- Formative Assessment: Ongoing assessment used to monitor student progress and provide feedback (e.g., quizzes, classroom discussions).
- Summative Assessment: A final assessment to evaluate student learning at the end of a unit or course (e.g., final exams).