PROFILING EUROPEAN CLIL CLASSROOMS

LEARNTIX
Diversify Methods & Forms of Classroom
Practice
It is obviously not necessary to change the language of instruction in order to diversify
learning methods and classroom practice. However, the introduction of CLIL, which is
itself a set of methodologies, can act as a catalyst for change. In other words, the
implementation of CLIL encourages careful analysis of existing methods and appropriate
adaptation.
What is characteristic of many CLIL methodologies is the synergy resulting from
communication orientation on the language, the content, and the interaction as it
takes place within the classroom. In CLIL all three of these play a pivotal role at some point
or another. Recognition of the value of this type of broadly interactive methodology is one
reason why teachers may adapt their methods.
Key CLIL Features
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Some CLIL methods originate in language teaching and are transferred towards
content teaching through CLIL, but this is not always the case
Emphasis on the principles of learner autonomy is common when older learners are
involved with this focus
The diversification of methods often benefits from collaboration between teachers
and work practice such as team-teaching
Examples
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A programme in which native speaker assistants are given a specific role in a teaching
situation through providing linguistic support and wider methodological opportunities
A programme for the hearing-impaired which is based on ‘oralism’ in which teachers
speak to the fully and partially hearing-impaired, but then introduce a sign language
as the CLIL target language
You cannot change the winds, but you can adjust the sails and learn to be a
more skilful sailor (VocTalk)
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