CLIL Cafe June 11 2025

• Engels
• MBO
• Studiejaar 4

Welcome

to our CLIL cafe

Content and Language Integrated Learning

Today's programme

- welcome
- last period's CLIL goals
- the four C's 

- our idea of a (standard) CLIL lesson
- What is your why? 
- CLIL exercise example
- good start, hand-out

How CLIL did you feel last period?

not at all

a bit

just normal

extremely CLIL, love my CLIL life!

Your personal CLIL goals

CLIL is complex and context-sensitive.

There are general parameters for CLIL.

These are: Cognition, Culture, Content, Communication.

Any particular CLIL model or methodology needs to consider the relative value/importance of the parameters above.

Language as a learning tool operates in three ways: OF – FOR – THROUGH

Working towards a cohesive conceptual tool, and influenced by the

early work of Mohan and his Knowledge Framework (1986), Coyle

(1999) developed the 4Cs Framework (Figure 1). This Framework

differs from the standards-based world languages education strategy

Standards for Foreign Language Learning in the 21st Century (1999)

published by ACTFL (American Council on the Teaching of Foreign

Languages), which focuses on the language curriculum. Although

some interesting links can be made (e.g. communication, cultures and

connections), there is a difference in emphasis since the starting point

is language education. The 4Cs framework for CLIL starts with content

(such as subject matter, themes, cross-curricular approaches) and

focuses on the interrelationship between content (subject matter), communication

(language), cognition (thinking) and culture (awareness of

self and ‘otherness’) to build on the synergies of integrating learning

(content and cognition) and language learning (communication and

cultures). It unites learning theories, language learning theories and

intercultural understanding:

1. Subject matter is not only about acquiring knowledge and skills,

it is about the learner constructing his/her own knowledge and

developing skills (Lantolf, 2000; Vygotsky, 1978);

2. Acquiring subject knowledge, skills and understanding is related

to learning and thinking (cognition). To enable the learner to construct

an understanding of the subject matter, the linguistic demands

of its content must be analysed and made accessible (Met, 1998);

3. Thinking processes (cognition) need to be analysed for their linguistic

demands (Bloom, 1984; McGuiness, 1999);

4. Language needs to be learned in context, learning through the language,

reconstructing the subject themes and their related cognitive

processes e.g. language intake/output (Krashen, 1985; Swain, 2000);

5. Interaction in the learning context is fundamental to learning.

This has implications when the learning context operates through

L2 (Pica, 1991; van Lier, 1996);

6. The relationship between cultures and languages is complex.

Intercultural awareness and learning is fundamental to CLIL

(Byram, Nicols, and Stevens, 2001).

The 4Cs Framework holds that it is through progression in knowledge,

skills and understanding of the subject matter, engagement in associated

cognitive processing, interaction in a communicative context,

developing appropriate language knowledge and skills as well as

acquiring a deepening intercultural awareness through the positioning

of self and ‘otherness’, that effective CLIL takes place whatever the

model. From this perspective, CLIL involves learning to use language

appropriately whilst using language to learn effectively. The 4Cs

Framework is a tool for mapping out CLIL activities and for maximising

potential in any model, at any level and any age.

Our idea of a (standard) CLIL lesson

Describe:

*your perfect CLIL lesson - use your fantasy, no limits -
*the reality - so what CLIL things do you already do? -

*what is reasonable? what do you expect as a minimum of a good CLIL lesson?


When done, compare and see if we can make a mutual list.

the reality: speak  English, let students speak English, go to Da Vinci with food truck, have Laura walk around and speak to the students, activate prior knowledge, scaffold etc. Tons of examples! Vital visuals aan begin van de les

What is (y)our why?

Why do we teach bilingual? What is your why? 
Discuss the following questions:

1. Why do we offer bilingual education in this education?

2. What does bilingual education offer our students (in their professional field)?

3. What does it offer us as teachers ?

4. What are the biggest challenges in providing bilingual education?

1. Who are we really doing it for: the students, the industry, or the image of the school?

2. When does bilingual education work well, and when does it not?

3. What should students be able to do in an international hospitality environment?

CLIL exercise example

PowerPoint CLIL Cafe 4






Tip: use chatGPT/OpenAI for these exercises, saves you loads of work

Let's make a great CLIL start next year

- hand out
- Wednesday English language day?

great start of new year

CLIL coach

Let me know if you would like me to...

...visit a CLIL lesson and give you feedback
... give feedback on a CLIL lesson plan/idea
...have a coach conversation with you if you are facing challenges related to CLIL 

nog PowerPoint bewaren voor volgende cafe