What is Content and Language Integrated Learning?

Joanna Wiseman
A teacher sat at a table with young students working together
Reading time: 4 minutes

Content and Language Integrated Learning (CLIL) is an approach where students learn a subject and a second language at the same time. A science course, for example, can be taught to students in English and they will not only learn about science, but they will also gain relevant vocabulary and language skills.

It’s important to note that CLIL is not a means of simplifying content or reteaching something students already know in a new language. CLIL courses should truly integrate the language and content in order to be successful – and success is determined when both the subject matter and language is learned.

Who is CLIL for?

CLIL can work for students of any age, all the way from primary level to university and beyond. So long as the course content and language aims are designed with the students’ needs in mind, there is no limit as to who can benefit from this teaching approach. However, it is most commonly found in primary and secondary school contexts.

What are the main benefits of CLIL?

Many teachers see CLIL as a more natural way to learn a language; when a subject is taught in that language there is a concrete reason to learn both at the same time. And as students have a real context to learn the language in, they are often more motivated to do so, as they can only get the most of the content if they understand the language around it.

Moreover, being content focused, CLIL classes add an extra dimension to the class and engage students, which is especially advantageous in situations where students are unenthusiastic about learning a language.

CLIL also promotes a deeper level of assimilation, as students are repeatedly exposed to similar language and language functions, and they need to produce and recall information in their second language.

Furthermore, it has the advantage that multiple subjects can be taught in English, so that students’ exposure to the language is increased and their language acquisition is faster.

CLIL also encourages students to develop 21st century skills, including the ability to think critically, be creative, communicate and collaborate.

What are the challenges of CLIL?

As CLIL is subject-focused, language teachers may also have to develop their own knowledge of new subjects in order to teach effectively.

They must also structure classes carefully so that the students understand the content of the lesson, as well as the language through which the information is being conveyed.

And when it comes to classroom management, educators need to be very aware of individual student understanding and progress.

It’s therefore important to consistently concept check and scaffold the materials to be sure both the language and content are being learned.

How can you apply CLIL to your class?

It’s important to have a strategy in place when applying CLIL in your courses. One of the key things to remember is that the language and subject content are given equal weight and that it shouldn’t be treated as a language class nor a subject class simply taught in a foreign language.

According to Coyle’s 4Cs curriculum (1999), a successful CLIL class should include the following four elements:

  • Content – Progression in knowledge, skills and understanding related to specific elements of a defined curriculum
  • Communication – Using language to learn whilst learning to use language
  • Cognition – Developing thinking skills which link concept formation (abstract and concrete), understanding and language
  • Culture – Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self

Using a number of frameworks can help you prepare your lessons and make sure activities are challenging yet achievable for your learners.

Bloom’s Taxonomy, for example, classifies learning objectives in education and puts skills in a hierarchy, from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS).

In the diagram below, you can see the levels increasing in complexity from the base up to the triangle’s peak.

The framework shows how different tasks relate to different levels of assimilation. It’s fairly intuitive, but applying this information to your lesson preparation is not always so straightforward.

That’s where the helpful Blooming Verbs list comes in. The following chart shows you how different verbs can correlate to the different stages in the taxonomy, allowing you to formulate questions and design activities that develop your CLIL classes in a logical way.

By using the verbs in the first column you’ll see how much they remember about a topic you have covered previously. Examples might include:

  • Can you name three different types of jungle animal?
  • Can you tell me how often a python eats food?
  • Can you describe what it’s like in the rainforest?

You can then do the same for the subsequent stages of the taxonomy.

The verb chart can also help you design a class project or series of activities that follow a logical sequence using the “Students will be able to…” (SWBAT) framework. This will help you set clear objectives and check progress towards the end of a class, series of classes or course.

Here’s an example of how you can develop a set of objectives using the verb columns to help you navigate Bloom’s Taxonomy:

  1. SWBAT name 10 different animals that live in the rainforest
  2. SWBAT predict what animals eat
  3. SWBAT complete a simple food chain
  4. SWBAT categorize animals into different classifications (mammal, reptile, fish etc.)
  5. SWBAT recommend ways to protect an endangered species
  6. SWBAT create a new habitat for an endangered species of their choice

In this way you will be able to scaffold your materials to ensure that your students are supported step by step while learning subject matter and achieving language learning objectives.

Read our posts 'Talking technology: Teaching 21st century communication strategies' and '21st-century skills and the English language classroom'.

Explore app English Journey

More blogs from app

  • A teacher stood at the front of a class holding a tablet in front of adult students

    9 steps to teaching advanced business English

    By Margaret O'Keeffe

    The challenge of teaching business English to C1 level students

    Once your English students reach a B2 level of English, they’re fairly competent communicators. For many learners, their motivation to improve starts to suffer when they reach this intermediate plateau. They understand almost everything and can express themselves clearly enough - so why would they want to continue learning English and achieve a C1 level of English?

    The CEFR describes C1-level learners as proficient users of a language. C1-level students have a high proficiency in English and perform well in an international work environment.

    How can we help our upper intermediate students reach this level and see the benefits in their own lives and careers? Here are nine steps you can take as an English language teacher to help your students achieve language proficiency.

  • A business woman in a suit sat at a laptop

    6 tips for teaching business English to low level learners

    By Margaret O'Keeffe

    The CEFR describes A1 and A2 learners as ‘basic users’ of a language. So how can we help these students to develop their English for the workplace?

    Here are our six top tips:

    1. Focus on high-frequency vocabulary for work

    Learning English vocabulary for work context is the top priority for many low-level learners in business English classes. It helps them to communicate their message in a simple, effective way. This makes it important to teach common words and set expressions for everyday work situations.

    These include:

    • lexical sets (words related to the same topic or situation) – for example, days, months, numbers, verbs to describe work routines, verbs in the past.
    • common collocations with verbs and nouns (for example, manage a team, have meetings, place an order, solve a problem).
    • functional language and fixed phrases – greetings (How are you? Nice to meet you.) and offers (How can I help you? Would you like…?).

    2. Help students with vocabulary learning

    Teach vocabulary items in realistic contexts. For example, phone calls, to-do lists, short emails, text messages etc.

    While it might be tempting to give students lots of vocabulary to memorize, this can cause overload, be frustrating and ultimately demotivating for learners. Instead, you should aim to present eight to ten new words in a lesson as a general rule. This is an achievable number for working memory and helps to build learners’ confidence. The number of words can be a little higher if items are easy to show in images or there is repetition; for instance, the numbers 20 to 100.

    Have students make simple decisions about new words, as this helps with recall later. Start with simple tasks, such as matching words and pictures or verb and noun collocations they’ve seen in a short text (for example, managing a team, call customers, writing emails, etc.). Next, ask students to complete sentences using the target words and write their own sentences using these words.

    Getting students to personalize new vocabulary makes it more memorable, for instance writing sentences describing their work routines. Repetition also aids long-term memory, so make sure vocabulary is recycled in the materials in later lessons.

    Finally, make a list of vocabulary games to use for revision exercises, warmers and to finish classes.

    3. Maximize student speaking time

    Learners need to develop their English-speaking skills for work. The classroom is a safe, low-stakes environment for them to gain fluency and confidence.

    Use the audio and video scripts of short dialogues or an extract from a longer script. Students read the dialogue aloud in pairs or groups. Give feedback by drilling the stress and rhythm of any words or phrases which were difficult with the whole class. Back-chaining phrases – starting with the last sound and building up going backwards – is an excellent way to drill. Get students to swap roles and repeat the task.

    You can also use another technique called disappearing dialogue. Put a short dialogue on the board for students to practice in pairs. Then delete parts of the dialogue and ask them to repeat the task, swapping roles each time. Gradually delete more parts to increase the challenge. Students can reconstruct the dialogue as a final task.

    Moreover, surveys, questionnaires, true/false games, and information-gap exercises are ways to practice speaking in English, target structures, and vocabulary.