Essential Concepts in CLIL Pedagogy and Applied Linguistics
Core Linguistic Concepts and CLIL Frameworks
Realia vs. Authentic Materials in Language Teaching
Realia refers to using real objects or replicas in the classroom to represent content. Realia are typically adapted for teaching purposes (e.g., models or toys). Authentic materials are original resources taken directly from everyday life (e.g., newspapers, songs, or real-life documents) that retain their original format. The main difference is their purpose: realia are adapted for pedagogical use, while authentic materials retain their original real-life function.
Llanito: A Spanish-English Contact Language
Llanito is a language variety used in Gibraltar, a British Overseas Territory located in Cádiz, Spain. It is a unique mix of Spanish and English. A characteristic example of this linguistic influence is the use of calques (literal translations), such as saying “te lo doy pa’trás” instead of the Spanish “devolver” (to return/give back), reflecting the English structure “give you something back.”
Language as a Tool for Communication in CLIL
Reflecting on the statement: “Language is a tool for communication, not an end in itself,” this perspective significantly influences teaching in a CLIL context. Viewing language as a tool shifts the focus from rote grammar rules to meaningful interactions. This encourages the design of lessons that prioritize real-world applications, emphasizing activities where students must use language to solve problems or share ideas, ensuring that language learning is integrated with content understanding.
CLIL Models and Language Skills
Differentiating BICS and CALP
BICS (Basic Interpersonal Communication Skills) refers to the everyday conversational language necessary for social interaction (e.g., talking to friends). These skills are less cognitively demanding and typically develop in 2–3 years.
CALP (Cognitive Academic Language Proficiency) involves the complex academic language needed for subject learning (e.g., formulating hypotheses, justifying opinions). These skills are cognitively demanding and require about five years of language immersion to develop, being essential for success in secondary and higher education.
What Are the Different Models of CLIL?
- Soft/Weak CLIL: Curriculum content is taught briefly and frequently as part of a language course, common in primary school. The focus is more on language exposure than content mastery.
- Language Showers: A specific example of Soft CLIL where students are exposed to the target language briefly but frequently, such as using simple phrases, vocabulary, or everyday activities.
- Mid-CLIL: A specific subject is taught for a set number of hours in the target language.
- Hard/Strong CLIL: Partial immersion programs where almost half of the curriculum is taught in the target language, typical in secondary or higher education. The focus is more on content mastery than language.
Pedagogical Strategies and Assessment
Applying Bloom’s Taxonomy in CLIL Contexts
CLIL effectively fosters both lower-order thinking skills (remembering, understanding, applying) and higher-order thinking skills (analyzing, evaluating, creating), as outlined by Bloom’s taxonomy. The six levels, from the simplest to the most complex, are:
- Remembering: Memorizing key vocabulary or facts.
- Understanding: Explaining a concept in one’s own words.
- Applying: Using a formula or concept to solve a problem.
- Analyzing: Breaking down a complex text or experiment into its components.
- Evaluating: Justifying an opinion or critiquing a source.
- Creating: Designing an experiment or producing a project based on acquired knowledge.
In CLIL, tasks range from memorizing vocabulary to designing experiments, promoting the progressive learning of both content and language.
Benefits of Cross-Curricular Links in CLIL
Cross-curricular links in CLIL enable students to see the relationships between different subjects, enhancing their overall understanding. For example, a unit on environmental studies could integrate:
- Science: Studying ecosystems and biological processes.
- Geography: Understanding landforms and climate change.
- Art: Creating projects based on local wildlife or environmental themes.
This integration enriches both content understanding and language skills simultaneously.
Formative Assessment Examples in CLIL
Formative assessment is an ongoing process that allows students to learn from their mistakes by providing constant feedback on their progress. It focuses on progress and provides opportunities for correction and re-evaluation. Examples include:
- Projects demonstrating acquired knowledge.
- Self-assessment activities.
- Class participation and observation.
- Portfolios tracking learning development throughout the year.
Purpose and Methods of Needs Analysis
A needs analysis is a crucial process for identifying and assessing a user’s specific requirements. It helps educators make customized decisions that perfectly match the students’ particular circumstances and learning requirements. This analysis can be conducted through various methods, such as interviews or questionnaires, to determine the students’ content and language needs.
Cultural Awareness and Global Citizenship in CLIL
The inclusion of cultural awareness in CLIL helps students recognize and appreciate diverse perspectives, fostering empathy and global citizenship. For example:
- Studying different cultures’ approaches to environmental sustainability encourages students to think critically about their own responsibilities.
- Activities like virtual exchanges with classrooms in other countries deepen cultural understanding and encourage international collaboration.
Scaffolding Learning in Bilingual Education
Defining Scaffolding and Vygotsky’s Principle
Scaffolding refers to the temporary steps teachers take to support learners so they can understand new content and develop new skills. Later, learners can use the new learning independently. As Vygotsky noted, what learners can do today with support, they can do alone tomorrow. Scaffolding can be provided for listening, speaking, reading, and writing. In bilingual classes, scaffolding is often focused more on language than on content, especially when abstract knowledge is complex.
How Can We Scaffold Learning?
The type of support provided is critical for the outcome of the tasks. Examples of effective scaffolding techniques include:
- Carefully considering and adapting the language used (e.g., shorter phrases, paraphrasing).
- Creating interest and motivation.
- Breaking down complex tasks into smaller, manageable steps.
- Providing support before, during, and after the task.
- Using visuals, graphic organizers, and realia.
The Teacher’s Role in Scaffolding
Effective scaffolding requires teachers to:
- Build upon what learners already know about the subject and the language they possess.
- Support learners to achieve the next step in understanding subject content before they are expected to work independently.
- Provide more scaffolding when learners encounter subjects that are new and unfamiliar (e.g., ICT or Sciences).
- Use scaffolding to create classrooms where interaction and collaboration are encouraged.
Sociolinguistics and CLIL History
Social Status and Language Choice: The Impact of Stigma
Bilingual individuals sometimes refrain from using their first language due to social status considerations, a phenomenon driven by perceived social hierarchy and stigma. For instance, in the United States, Spanish was historically associated with certain working-class professions. As one observer noted: “Twenty to 25 years ago, Spanish was the language your gardener, domestic worker or cashier spoke. Today it is the language that your son learns in college.” Conversely, individuals may face discrimination, such as racist insults, leading them to feel discriminated against for using their native language, illustrating how social factors profoundly impact language choice and identity.
Foundations of CLIL: The Canadian Immersion Model
The language immersion programs developed in Canada during the 1970s and 1980s significantly contributed to the foundations of CLIL. Canada, officially bilingual (English and French), faced linguistic division, particularly between the English-speaking majority and the French-speaking population concentrated in Quebec. To address this, immersion learning was implemented.
The Canadian model demonstrated that immersion could successfully enhance multilingual proficiency. A key difference noted between this model and some bilingual schools in Spain is the level of exposure outside the classroom. In Quebec, students in French immersion schools are continuously exposed to French in the streets and media, reinforcing school learning. In contrast, students in Spanish bilingual schools often revert to Spanish outside of class, limiting the overall immersion experience.