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CLIL in languages other than English –
Successful transitions across educational stages

Overview
Concepts and
background
Curriculum
Teacher
education
Collaboration
Teaching
materials
Portfolio and formative assessment

Teaching materials

Language learning and teaching (LLT) materials – like teacher-created handouts, textbooks, and overhead transparencies – are central elements of language classrooms worldwide.’ (p.3)
Guerrettaz, Engman & Matsumoto (2021).  Guerrettaz, A. M., Engman, M. M., & Matsumoto, Y. (2021). Empirically defining language learning and teaching materials in use through sociomaterial perspectives.The Modern Language Journal , 105, 3-20.

Teaching materials and CLIL LOTE transitions

Why should transitions in CLIL LOTE be supported through teaching materials – what is the added value? 

Ajoke (2017)Ajoke (2017)
Ajoke, A. R. (2017). The Importance of Instructional Materials in Teaching English as a Second Language. International Journal of Humanities and Social Science Invention, 6(9), 36-44. , who investigates the importance of instructional materials, summarizes their relevance as follows: ‘The importance of instructional materials in teaching and learning cannot be underestimated. A lot has been written to show the indispensable role of materials in curricular implementation. Instructional materials make learning more interesting, practical, realistic and appealing. They also enable both the teachers and students to participate actively and effectively in lesson sessions. They give room for acquisition of skills and knowledge and development of self-confidence and self-actualization.’ (p. 40) From this perspective, language learning and teaching materials supporting CLIL LOTE transitions have three main characteristics:

  • They support teachers to implement CLIL LOTE curricula and to facilitate transitions between educational stages.
  • They facilitate students’ CLIL LOTE learning processes and their transitions between educational stages.
  • They potentially motivate teachers and students for CLIL LOTE and CLIL LOTE transitions.
The materials on this page are based on the Guiding principles for CLIL. Furthermore, we recommend that those who intend to design CLIL teaching materials to consult Coyle, Hood and Marsh’s (2010) seven principles for integrating language and content.
Bundsgaard and Hansen (2011)  Bundsgaard and Hansen
Bundsgaard, J. & Hansen, T. I. (2011). Evaluation of learning materials: A holistic framework. Journal of Learning Design, 4(4), 31-44. distinguish three types of learning materials:
  • Functional learning materials (tools), e.g., paper, mobile phones, black and white boards.
  • Semantic learning materials (texts), e.g., film, literature, pictures and songs
  • ‘Didacticized’ learning materials, e.g., textbooks and online teaching materials
The resources focus on ‘didactizised’ learning materials.  "characterised by combining tools and texts and facilitating learning and teaching."
Bundsgaard, J. & Hansen, T. I. (2011). Evaluation of learning materials: A holistic framework. Journal of Learning Design, 4(4), 31-44. Quote on p. 33.

CLIL LOTE study

The CLIL LOTE study has shown that:
  • The lack of appropriate teaching materials or information on how to establish a CLIL LOTE programme was seen as one of the main challenges in implementing CLIL both in language classroom and in other subjects.
  • The connection to the Common European Framework of Reference for Languages was seen as one of the main ways CLIL LOTE transitions are supported in the language classroom.
I
Content matter is not only about acquiring knowledge and skills but also about learners creating their own knowledge and understanding and developing skills (personalized learning).
II
Content is related to learning and thinking (cognition). To enable learners to create their own interpretation of content, it must be analysed for its linguistic demands.
III
Thinking processes (cognition) need to be analysed for their linguistic demands.
IV
Language needs to be learned which is related to the learning context, to learning through that language, to reconstructing the content, and to related cognitive processes. This language needs to be transparent and accessible.
V
Interaction in the learning context is fundamental to learning. This has implications when the learning context operates through the medium of a foreign language.
VI
The relationship between cultures and languages is complex. Intercultural awareness is fundamental to CLIL.
VII
CLIL is embedded in the wider educational context in which it is developed and therefore must take into account contextual variables in order to be effectively realized.

Coyle, D., Hood, P., and Marsh, D. (2010). CLIL: Content and Language Integrated Learning, New York, NY: Cambridge University Press, p. 42.

Resources

Are you a teacher or a teaching material designer – and do you want to gather ideas for how to support transitions in CLIL LOTE through teaching materials?

On this page you can find two main resources:


Language descriptors for CLIL LOTE transitions based on the CEFR Marina Mattheoudakis, professor in Applied Linguistics at Aristotle University of Thessaloniki, Greece, has been the coordinator of the CLIL LOTE language descriptors working group. She briefly introduces the language descriptors for CLIL LOTE in the following video: [INSERT VIDEO]
  • The language descriptors (hyperlink to the developed descriptors) facilitate CLIL LOTE transitions for mathematics and history/civics from Pre-A1 to B2. 
  • The language descriptors for CLIL LOTE were designed based on the ECML project Language skills for successful subject learning. CEFR linked descriptors for mathematics and history/civics (please find the rationale for development of the language descriptors for CLIL LOTE here). 
  • The language descriptors have also been used to develop a CLIL Self-Assessment Grid (hyperlink to the CLIL Self-Assessment Grid) for level Pre-A1 to B2 in CLIL contexts for history/civics and mathematics.

Sample lessons plans facilitating vertical and horizontal transitions in CLIL LOTE
  • The sample lessons plans can be described and analysed based on the model ‘Vertical and horisontal transitions in CLIL’ that was developed by the project team drawing on the German FörMig-project.  German FörMig-project
    The German project „FörMig – Förderung von Kindern und Jugendlichen mit Migrationshintergrund“ is e.g. described in Beacco et al. (2016, p. 49). Beacco et al. 2016 A Handbook for Curriculum Development and Teacher Training. The Language Dimension in All Subjects, Council of Europe.
  • The model visualises vertical transitions in CLIL LOTE from primary (ISCED 1), lower secondary education (ISCED 2), upper secondary education (ISCED 3) to tertiary education (ISCED 5-7).
  • Furthermore, the model visualizes horizontal transitions in CLIL LOTE establishing links between CLIL and plurilingual education in general and building bridges to students’ home languages. These horizontal CLIL transitions can be referred to as Content and Languages Integrated Learning (CLsIL). Content and Languages Integrated Learning (CLsIL)
    The concept of Content and Languages Integrated Learning (CLsIL) has been introduced by Candelier et al. in the “Discovery Module” of the Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA/CARAP). Based on Candelier et al’s (2012) definition for pluralistic approaches to languages and cultures, CLsIL is in our project defined as follows: The term ‘Content and Languages Integrated Learning (CLsIL)’ refers to didactic approaches that use teaching/learning activities involving several (i.e. more than one) languages/varieties of languages in Content and Language Integrated Learning (CLIL), instead of dealing with the target language in isolation

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Vertical and horisontal transitions in CLIL
(model developed based on the German FörMig-project)
Transition from Upper Secondary Education to Tertiary
  
Transition from Lower Secondary Education to Upper Secondary Education
Establishing links between CLIL and plurilingual education

CLIL
 
Building bridges to home languages
 
Transition from Upper Primary to Lower Secondary Education
 
Transition from Lower Primary to Upper Primary
  
 

Expanation Transition from Upper Secondary Education to Tertiary

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Expanation Transition from Lower Secondary Education to Upper Secondary Education

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Expanation Establishing links between CLIL and plurilingual education

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Expanation
CLIL
 

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Expanation Building bridges to home languages

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Expanation Transition from Upper Primary to Lower Secondary Education

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Expanation Transition from Lower Primary to Upper Primary

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