Accredited CLIL teaching course, Content and Language Integrated Learning

Accredited CLIL course, teach Content and Language Integrated Learning

This article explains the main points of the Content and Language Integrated Learning or CLIL teaching method and why choosing relevant and relatable teaching material is critical to the success of a CLIL training programme.

What is the Trinity CertPT CLIL accredited CLIL teaching course?

The Trinity CertPT CLIL accredited CLIL teaching course:

  1. gives you the skills for selecting, creating and using relevant and relatable teaching material in a CLIL class
  2. is an accredited Ofqual level 6 diploma level course
  3. is a continuing professional development (CPD) course

How to increase your value and earnings as a modern teacher

Want to earn more and grow as a modern educator? Take the Trinity College CertPT CLIL accredited Content and Language Integrated Learning Teaching course and make yourself even more marketable.

Click here to find out more about the Ofqual level 6 accredited Trinity CertPT CLIL course, including a one-year Spanish student visa option for Barcelona, Madrid, Malaga, and San Sebastian.

Read on to find out more about teaching CLIL.

The European Commission supports CLIL teaching

The European Commission encourages teachers to start

“…enhancing the language competencies in general, in order to promote the teaching of non-linguistic subjects in foreign languages”.

The European Union is encouraging teachers to learn CLIL skills. This means more demand for CLIL qualified teachers who have taken an accredited CLIL teaching course like the Trinity CertPT CLIL.

What is Content and Language Integrated Learning, aka CLIL?

Content and Language Integrated Learning (CLIL) is a learning method that teaches a language by studying or learning an academic subject, popular topic or skill.

The foundation of CLIL is the same, but delivery and teaching methods vary based on what the teacher or trainer wants to achieve under specific circumstances. CLIL is an innovative approach that combines good educational practice and quality teaching material to create specialised teaching packages.

What are the aims of CLIL?

CLIL is an approach to learn and acquire a language in as natural a way as possible. Moreover, CLIL enables multiple learning aims depending on which of the five learning models you use.

  1. Culture: build intercultural knowledge and communication skills
  2. Environment: prepare for internationalisation (EU focussed)
  3. Language: improve language skills and comparative skills between mother tongue and the target language (in our case English)
  4. Content: learn specific content (academic, skill, etc.)
  5. Learning: learning strategies, classroom practices, learner motivation

What are the main advantages of CLIL?

CLIL creates positive attitude changes in learners. Language learning becomes more engaging and less of a chore. Learners also develop a different attitude towards themselves as language learners. They start to appreciate the value and make use of what they are learning.

Why? Current thought-leaders believe that CLIL’s success is related to the learners’ emotional dimension. CLIL connects the learner to their world using multi-mode technology. The impact on the brain takes place when language learning becomes “acquisitional” rather than “intentional”. In other words, what is learned is helpful, not an academic exercise.

CLIL has no age range; it is a teaching method for all ages.

Can CLIL facilitate bilingualism in mainstream education?

According to David Marsh, it can. He even suggests that it can facilitate trilingualism. He cites his experience in Spain, where the approach to learning English was boring. Spain introduced CLIL to make the learning experience more engaging, and Spain’s English language skills have increased.

CLIL is not just teaching a foreign language. Instead, CLIL uses specific methodologies and expertise to accommodate and relate to your learners’ first language.

Do students need a certain level of English before joining a CLIL class?

Most teachers have to deal with mixed-ability classes. CLIL has methods that reach out to cover a range of learning style preferences. Lower level learners may well have similar problems learning their first language. To help them, you should use constructivist methodologies and scaffolding to help them. The constructivist methodology encourages learners to use their previous knowledge as a foundation for learning new things. Scaffolding refers to the assistance and support you give your learners as they progress towards the learning goal.

Do CLIL students get frustrated with their inability to communicate?

Traditional English as a second language teaching techniques discourage speaking the second language in the classroom.

In a class of ESOL learners (those learning English in an English speaking country), this is a sensible restriction because it is very likely that there are learners from different countries.

Discouraging the first language can be demotivating in a class of EFL learners (those learning English in a non-English speaking country).

In an EFL classroom, suitable CLIL methods make use of trans-languaging. Trans-languaging allows more than one language and is a way to reduce frustration. IMPORTANT: trans-languaging can only work if the teacher is fluent in the learners’ first language.

What is the balance between content and language development in a CLIL course?

CLIL is a content-driven methodology. This approach is what differentiates CLIL from other methods. The balance changes depending on the CLIL model or the aim of a specific class. It is the blend of content and language development that matters, not the time attributed to each. The content drives language development.

When choosing content, it is essential to consider your learners’ culture and the methodology you will use.

Is a CLIL score based on language knowledge or subject knowledge?

It depends on the aim of the CLIL course and the expected outcome. The basis for a score could be language, subject or a combination of both. For example, suppose the CLIL course taught a needed business skill in English. In that case, the score will likely measure both skill and language components.

Why is CLIL developing, and what are the driving forces?

The sort answer is globalisation. Kofi Annan said, “Arguing against Globalisation is like arguing against gravity.” CLIL is no longer an idea or a fad; it is a reality. The five CLIL aims are about cross-cultural communication and understanding. Globalisation is difficult without cross-cultural communication and understanding.

Do CLIL teachers get paid more?

Getting paid more is not guaranteed, but CLIL skilled teachers usually benefit financially or have fewer teaching hours. This is because the demand for CLIL qualified teachers is increasing, and they can generally command better work and pay conditions.

What is the future for CLIL?

David Marsh states

“I would guess that we will see the expansion of CLIL in both the public and private sectors, particularly as people see the need to leverage quality.”

Mr Marsh sees an increase in the demand for CLIL qualified teachers.

How can I get CLIL qualified?

Take your Ofqual level 6 Trinity CertPT CLIL accredited CLIL teaching course with us and Get CLIL qualified. Our course is 80 hours, taken part-time over six weeks. Contact us if you are interested.

References

Author Title Publisher Link
Professor David Marsh (2008) CLIL: An interview with David Marsh IHWO http://ihjournal.com/content-and-language-integrated-learning