Nina Lauder, a freelance author and teacher trainer for Oxford University Press, writes about the benefits of CLIL in the classroom.

CLIL (Content and Language Integrated Learning) is a term with which educational professionals in primary schools are becoming increasingly familiar. However, a certain degree of confusion still exists with respect to CLIL, including what benefits are achieved through CLIL and how ESL/EFL and content area teachers can initiate integrated learning in the primary classroom.

Generally speaking, CLIL is seen as being dual focused as it aims to introduce children to content areas such as Art, Science, Music or Physical Education using a foreign language, in this case English, as the medium to teach all or part of the subject. Essentially, English shifts from being used exclusively for language-based purposes and becomes a vehicle to teach and learn non-language content. In a nutshell, CLIL focuses on learning content in a foreign language, rather than learning the language itself.

In terms of the implementation of CLIL in the primary classroom, there is a range of valid interpretations as to how to integrate language and content. In some educational situations, CLIL is achieved through bilingual immersion programmes. In this case, a number of hours a week are dedicated to teaching subjects in English while, in other contexts, the integration of content and language is done through small 'doses' of the non-language area being presented in English. Some professionals distinguish between soft CLIL, which tends to be somewhat less demanding, and which is sometimes referred to as "the ELT variety of teaching content", versus hard CLIL where limited concessions are made to reduce language and content loads.

Regarding the benefits of CLIL, research and feedback from teachers in primary school settings has demonstrated that, by taking the emphasis off learning language and placing it on learning content, the children's educational experience is enhanced. Teaching non-language content in English makes the use of the foreign language more contextualised, real and meaningful for children, as well as providing a variety of stimuli for a broader range of learners. In addition, dedicating time in content area classes in English allows children to receive additional exposure to the foreign language in a natural way without requiring extra time in the curriculum.

When it comes to the introduction of CLIL into the classroom, there are countless ways that language and non-language practitioners can integrate language and content. Although there is no right or wrong way of implementing CLIL into the primary classroom, successful programmes frequently have clearly set goals and objectives, in combination with the English teacher and content area teacher working in conjunction with each other when planning and preparing materials and classes.

A number of primary level ELT books present themes such as the weather, maps, animals, and jobs which can be tied into content areas. Nevertheless, in most cases, the focal point tends to be on the language structures rather than on the content. In order to make these themes more appropriate for CLIL, teachers should make an effort to broaden the concepts and ensure that content becomes the main focus. For example, when addressing the unit on animals, teachers can centre the children's attention on whether the animals are omnivores, herbivores or carnivores, rather than placing emphasis on the language structures being presented.

Non-linguistic teachers can start off by familiarising children with basic vocabulary in English, tied in with the topic they are learning; or they can involve children by performing hands-on experiments and demonstrations in English. They can make use of realia, visual cues and graphic organisers whenever possible to help children understand content and can use the English language in the classroom as much as feasible. In addition, another excellent way to encourage children to work on topics in English at their own pace is through project work.

In summary, teachers need to adapt the integration of language and content to their own needs and circumstances. Language teachers, and non-language teachers, can and should work in collaboration to decide on subject areas, themes and topics that can be performed in English and set goals and objectives according to their particular situation.

Bibliography and Useful Resources

• Burwood, S., Dunford H., Phillips, D., Projects with Young Learners, Oxford University Press, ©
• Fried-Booth, Diana L., Project Work, Oxford University Press, ©
• Lauder, Nina, JET: Projects Across the Curriculum, Mary Glasgow Magazines, London, 2006 ©.
• Marsh, D., Using languages to learn and learning to use languages. Eds. D. Marsh - G. Langé. Finland: University of Jyväskylä, © 2000
• Phillips, Sarah and Redpath, Peter, Incredible English Kit, (Course book 1, 2, 3), Oxford University Press © 2007
• Svecova, Hana, Cross-curricular Activities, Oxford Basics, Oxford University Press, ©

Websites

http://www.clilcompendium.com/index.html
http://www.teachingenglish.org.uk/think/methodology/clil.shtml
http://www.factworld.info/