Teaching and Learning
In this section teachers are able to find some CLIL materials related to teaching and learning:
Ball, P. / Kelly, K. / Clegg, J. (2015). Putting CLIL into Practice (Oxford Handbooks for Language Teachers)
Putting CLIL into Practice offers a new methodological framework for the CLIL classroom, focusing on how to guide input and support output.
Full of real-life examples and practical guidelines, the book provides support to both novice and experienced CLIL teachers.
Bower, K., Coyle, Do., Cross, R. and Chambers, G. eds. (2020). Curriculum Integrated Language Teaching: CLIL in Practice.Cambridge University Press.
Curriculum integrated Language Teaching is a volume which provides a panorama of CLIL practice in primary and secondary schools in Anglophone and similar contexts. Throughout the book, the authors give valuable insights about how potential is CLIL in schools and how this pedagogy is determinant in the current situation of languages in the United Kingdom, by providing a range of pathways to foster accountability climates, intercultural understanding, deeper learning and social inclusion.
Chadwick, T. (2012). Language Awareness in Teaching: A Toolkit for Content and Language Teachers. Cambridge: Cambridge University Press.
Produced with University of Cambridge International Examinations, the Toolkit helps teachers to develop language awareness to support their students with the academic language they need to be successful in subjects taught through English. With reflective questions and activities, it can be used either for self-study or in training modules. Useful for both content and English language teachers, it is aimed primarily at those who teach students for whom English is not their first language – for example as part of a bilingual or CLIL programme or in an international English-medium school.
Coyle, D. / Hood, P. / Marsh, D. (2010). CLIL – Content and Language Integrated Learning. Cambridge: Cambridge University Press.
CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its practical application, outlining the key directions for the development of research and practice. This book acknowledges the uncertainty many teachers feel about CLIL, because of the requirement for both language and subject knowledge, while providing theoretical and practical routes towards successful practice for all.
Dale, L. & Tanner, R. (2012). CLIL Activities with CD-ROM: A Resource for Subject and Language Teachers (Cambridge Handbooks for Language Teachers)
Innovative activities for Content and Language Integrated Learning (CLIL) teachers and trainee teachers. CLIL Activities is organised into five chapters: Activating, Guiding understanding, Focus on language, Focus on speaking and Focus on writing. A further chapter provides practical ideas for assessment, review and feedback. The Background to CLIL section offers a clear explanation of what CLIL is and its benefits and challenges. The book contains a wide range of easily accessible activities that can be used in any order. Dedicated subject pages include annotated extracts from authentic school teaching materials, demonstrating how language is used in particular school subjects, such as geography, science, maths and ICT. The accompanying CD-ROM contains print-ready CLIL activities.
Genesee, F. (2016). CLIL in Context Practical Guidance for Educators (Cambridge International Examinations)
CLIL in Context is a comprehensive, practical guide to CLIL in different educational contexts. The authors provide tips on how to implement CLIL for majority language students in dual language programs, for minority and indigenous language students who are learning through a second language and for students learning an additional language in foreign language contexts. They provide plenty of real life examples and useful tools for working with the community, planning instruction, selecting materials and assessing student learning. All of this is supported by commentaries from educators and students around the world who have adopted a CLIL approach.
Labeau, E. Getting started, a quick look for CLIL (A CLIL quick guide for beginners).
-
-
-
- CLIL: What is it?
- Some definitions
- The different models of CLIL
- CLIL: what are the benefits?
- CLIL: what does a lesson look like?
- References
-
-
Mehisto, P. / Frigols, M. / Marsh, D. (2008). Uncovering CLIL: Content and Language Integrated Learning and Multilingual Education (MacMillan Books for Teachers)
Uncovering CLIL is a practical and informative handbook which will be of use to teachers of all levels of experience. It examines language and content teaching, and reveals how the two can go hand in hand, giving examples of how to use CLIL at primary, secondary and vocational levels. Packed with practical ideas and suggestions, it is the essential companion for CLIL teachers.
Mehisto, P., with Ting, T. (2017). CLIL Essentials for Secondary School Teachers. Cambridge: Cambridge University Press.
CLIL Essentials for Secondary School Teachers outlines the driving principles of CLIL from both the content and language teachers’ perspectives. It offers a substantial bank of scaffolding techniques to help improve student learning of both content and language. The book provides numerous practical strategies for using formative assessment in CLIL. These strategies build assessment literacy to support students in becoming effective and autonomous learners of content and language. The core characteristics and elements of academic language are described alongside multiple techniques to help students understand and use this language. Intercultural competences are uncovered along with techniques for teaching them.
