Alberto Roca Álvarez

DOI: https://doi.org/10.47133/tegc_ch26  

ABSTRACT

Across Latin America, many parents invest in English to ensure a successful future for their children. A coveted but relatively expensive option is for parents to enroll their children at private bilingual schools where, from pre-kindergarten through 12th grade, content is taught in English. Called Content and Language Integrated Learning (CLIL), this bilingual model is becoming a worldwide trend. Because of globalization and an increasing need for English, CLIL is being implemented at many schools where most students have a home language other than English. In Paraguay, for example, CLIL students usually have Spanish as their home language and English as a second or subsequent language. For many of these students, CLIL is positive and leads to high levels of English. However, for other students, CLIL is challenging. In this chapter, you will learn about several benefits and challenges of CLIL. You will also learn recommended practices for counterbalancing these benefits and challenges. 

Keywords: Content and Language Integrated Learning, bilingual schools, bilingual immersion, globalization, challenges and benefits of CLIL

How to cite this chapter: 

Roca Álvarez, A. (2023). Counterbalancing Content and Language Integrated Learning. In V. Canese & S. Spezzini (Eds.), Teaching English in Global Contexts, Language, Learners and Learning (pp. 314-322). Editorial Facultad de Filosofía, UNA. https://doi.org/10.47133/tegc_ch26

INTRODUCTION

From when I enrolled in a language institute to study English (at age 13) and then continued studying English for nine years (until earning my university degree), I wanted to understand everything written in my textbooks, spoken by my teachers, and shared at social events. And, of course, I also wanted to speak and write fluently. However, the English students that I teach seem to have a different perspective. Many of my students seem to view English solely as a means for doing lesson activities. They are eighth graders at a bilingual school that follows the instructional model called Content and Language Integrated Learning (CLIL; Harrop, 2012). It is interesting that these students view learning English so differently than I did at their age.

My students are Spanish speakers who, since pre-kindergarten, have been schooled mainly in English. At their CLIL school, they have been learning some English-medium subjects (e.g., language arts) since kindergarten and other English-medium subjects (e.g., social studies) since the upper elementary grades. In their school, CLIL is implemented by delivering content instruction in English through realia, appropriate English input, interactive techniques, elicitation, and ongoing English output. This CLIL model also serves for conducting assessment and evaluation. Nonetheless, although CLIL students can usually communicate in English about numerous topics, their individual language proficiencies can vary considerably at each grade level (Seikkula-Leino, 2007). Furthermore, although the CLIL model usually facilitates student participation in class, it cannot ensure students’ performance, language accuracy, cultural awareness, or motivation to learn (as evidenced by some of my eighth graders).

Within this CLIL model, the subject content and corresponding language skills are taught concurrently. This can lead to numerous benefits such as students’ seemingly high level of participation during lessons and their ability to express ideas fluently about a wide range of subjects (Lazaruk, 2007). However, as with other curricular models, CLIL has shortcomings. For example, dedicating more instructional time to content than language may result in some CLIL students performing at low levels of English with noticeable language inaccuracies. In such situations, CLIL students might feel demotivated and might even experience low self-esteem (Goris et al., 2019). To better understand this type of situation, I describe the benefits and challenges of CLIL as an instructional model and explore ways to counterbalance these benefits and challenges in contexts where English is a foreign language.  

background

The CLIL model emerged in Europe during the 1990s (Marsh, 2012). Its name, CLIL, included the words “content and language integrated” to represent a dual-purpose instructional model through which content subjects are taught and learned in a language other than the student’s home language. In CLIL, the subject content (e.g., science) is taught through a target language (e.g., English), and this target language is taught through the content. In these two-way learning classes, students ideally learn the new content simultaneously with the new language. For this to happen, CLIL lessons must incorporate the vocabulary and language structures from the target language needed by students to understand concepts, draw conclusions, and express ideas. As such, CLIL operates as a cross-curricular model designed for students to learn language and content at the same time and, over several years, to reach desired proficiency.

As a cross-curricular model for learning language and content, CLIL has grown steadily in popularity. This model is now being used throughout the Americas, Europe, and other continents to provide content-based instruction while supporting learners with reaching proficiency in a target language (Harrop, 2012). As part of a global trend, CLIL is a preferred model at many private educational institutions in Paraguay and other countries. Parents worldwide spend large sums of money for their children to be schooled in English at a bilingual or multilingual school that uses the CLIL model. 

In CLIL, content and language are equally as important with both included in the curriculum and scheduled during the school day. A school’s curriculum serves as the means for developing a target language, and the target language serves as a means for teaching and learning that school’s subject content (Coyle, 1999). Students are supported in learning content and language together by receiving abundant support such as diagrams, charts, hierarchies, timelines, and other visuals as well as hands-on manipulatives. In CLIL, a reciprocal relationship exists between content and language with each depending on the other, and both supporting each other.

A CLIL curriculum contains four elements (Coyle, 1999): content, communication, cognition, and culture. Often called the 4-Cs, these elements support CLIL lessons in different ways. 

• Content is for making progress in knowledge and skills and, also, for understanding specific elements of a defined curriculum. 

• Communication is for using language to learn and, also, for learning to use language. 

• Cognition is for developing the thinking skills needed to link concept formation (abstract and concrete) together with language and comprehension (i.e., understanding). 

• Culture is for being exposed to alternative perspectives and shared understandings that lead to a deepened awareness of others and self.

Of utmost importance is recognizing that CLIL is for teaching unknown content, not for reteaching known content, such as content that might have initially been learned in a home language (Coyle, 1999). More specifically, because CLIL students are learning new content through a new language (e.g., English), their classes are not targeted at reviewing either content or language. Instead, during their CLIL lessons, students are learning new content and new language by becoming engaged in activities and lessons. In addition to supporting content and language learning, some CLIL settings support learners by increasing their motivation and empowering them to become more informed as global citizens (Lasagabaster, 2008).  

When effectively planned and implemented, CLIL can serve to develop students’ knowledge, skills, interests, language proficiency, and accuracy as well as a sense of self and otherness within the classroom. CLIL can also help students at different language levels to experience a “perspective of consciousness” regarding national, international, social, and ethnic processes (Broady, 2004). In fact, students in CLIL classrooms often experience this consciousness at a higher level of effectiveness than do students in traditional classrooms. Hence, through CLIL, students apply new content, produce new language, accomplish learning objectives, and develop global awareness.

major dimensions

After adopting a CLIL model, schools develop a CLIL curriculum and incorporate specific CLIL elements. However, as with other types of instructional models, some CLIL students experience multiple benefits whereas other students experience challenges. Following is an overview of some benefits and challenges associated with CLIL settings.

Benefits of CLIL

Students and educators in CLIL settings can experience numerous benefits. Such benefits often stem from CLIL’s promising potential to transform content and language learning into desired outcomes (Coyle, 1999). Here are several benefits often associated with CLIL:

• Communication, cognition, and cultural assimilation are achieved through the CLIL dimensions of knowledge advancement, content understanding, skills (including higher cognitive processing), and assimilation of deepened cultural patterns (Coyle, 1999).

• Content serves to motivate students, contrary to the effect of single topics in traditional language classrooms (Lasagabaster, 2008).

• Content provides a natural-like environment that focuses on meaning, fosters language acquisition, and leads to higher proficiency levels (Lyster, 2007).

• CLIL follows a constructivist approach that reinforces cognitive development and flexibility while viewing language as essential to learning (Coyle 1999; Lyster, 2007).

• CLIL promotes intercultural understanding and, thus, has the potential to address social cohesion (Lasagabaster, 2008).

Challenges of CLIL

Students and educators in CLIL settings can also experience challenges. Such challenges often stem from struggles experienced by some students to attain targeted English proficiency levels. Other challenges might stem from a disconnect between the personal interests of students (especially teenagers) and the CLIL curriculum. Here are several challenges often associated with CLIL:

• Although CLIL usually avoids the plateau effect experienced by many learners in traditional language classrooms, the language learners in a given CLIL setting tend to reach different levels of language accuracy, such as with pronunciation, intonation, and rhythm (Lazaruk, 2007). 

• CLIL classrooms might not focus on analyzing learners’ semantic and syntactic output, which can hinder learners from improving their accuracy (Lyster, 2007).  This often stems from more emphasis being placed on content than language—even though both should be given equal importance (Coyle, 1999).

• If content becomes the major focus in a CLIL setting and insufficient support is offered for language development, low-proficiency language learners might not receive needed language support. Insufficient language support can lead to them being “linguistically truncated albeit functionally effective” (Lyster, p. 21).

• CLIL students might develop a lower self-concept of themselves as English users when compared to students who learned English in other educational settings (Seikkula-Leino (2007). This was noticed in debate competitions that included participants from CLIL schools and non-CLIL schools.  

• Some CLIL settings might not include sufficient intercultural awareness activities (e.g., field trips and virtual encounters) for students to optimally develop their intercultural consciousness.

pedagogical applications

Integrating language, cognition, and context in a CLIL school offers the potential of enhancing students’ acquisition of a target language. To further enhance this potential, teachers and their institutions often provide additional support to students (as needed). When teaching in a CLIL setting, maximize benefits and minimize challenges by following these suggestions: 

Build Relationships With Your Students

Start the semester by building positive relationships with your CLIL students. Make a conscious effort before, during, and after class to get to know your students, which is the first of six principles for effectively teaching English learners (Short et al., 2022). Create a learner-centered classroom community grounded in social emotional learning. These aspects are important in all settings targeted on learning languages. However, they are of even greater importance in CLIL settings because students are learning content every day in a language that is not their home language. 

Focus on Developing Receptive and Productive Language Skills

In each lesson, include learning strategies that focus on developing your students’ receptive language skills (listening and reading) and productive language skills (speaking and writing). When learning a new language in a CLIL context, students use receptive skills to hear and read content, and they use productive skills to speak and write about this content. Implement teaching strategies to develop these specific skills (listening, speaking, reading, writing) in an integrated manner. Strategies for integrating these skills are especially applicable to CLIL classrooms because of how language and content are taught together. Consider implementing these activities based on how they align with Bloom’s (1956) taxonomy, going from comprehension up through analysis, and then ending with evaluation and creation. 

Implement Language Reinforcement Activities

Implement activities so that your CLIL students can reinforce their language accuracy. Design activities that combine language with content to strengthen language acquisition and facilitate content learning. Such activities can help learners become more confident in their journey with learning a new language. Although this might require implementing the syllabus at a slower pace, this will serve to solidify language acquisition and content learning (Coyle, 1999). To do so, implement activities that build language awareness, use explicit and implicit opportunities, promote thinking skills, explore meaning through translanguaging, strengthen communication through classroom discourse, and connect student interaction with classroom management.

Provide Additional Support for Students With Low Language Proficiency

Provide additional support to CLIL students who are struggling with low language proficiency. Be prepared and willing to adapt instructional materials for students experiencing challenges associated with low English proficiency. Integrate technology and incorporate inclusive educational practices. Frequently offer feedback on learners’ language output and provide additional instructional support—as needed—to meet your students’ needs. Also, provide ample opportunities for students to use English through music, theater, authentic literature, and gamification. By receiving such support, CLIL students at all language levels will be better able to improve their language and, thus, experience greater success linguistically and academically.

Initiate Cultural Exchanges

Initiate cultural exchanges for CLIL students by collaborating with administrators, colleagues, and parents. Create opportunities for your students to participate first-hand in cultural exchanges and, thus, become immersed socially and culturally in the target language and culture. Cultural exchanges are an effective means to facilitate learning and increase motivation. Also available are various opportunities for doing virtual exchanges. Cultural exchanges serve to protect CLIL’s intercultural ethos from a utilitarian perspective, that of viewing CLIL exclusively as a pathway toward higher language proficiency (Harrop, 2012). 

Participate in Professional Development 

Participate in professional development opportunities that are focused specifically on teaching in CLIL settings. Such opportunities can be provided by CLIL schools as well as by local, regional, and international teacher organizations. One example is the Paraguayan Teachers of English to Speakers of Other Languages (PARATESOL), which is a country-based affiliate of the TESOL International Association. Accessing professional development is of extreme importance if you have been asked to teach subject content through English but do not have expertise in the assigned subject (e.g., biology) and, thus, are unable to determine what is relevant in this subject. It is only through such training that you will be able to plan and deliver well-designed lessons in this subject and, also, provide follow-up support to your students. Through CLIL-based training, you can develop and deliver appealing CLIL lessons that can inspire and engage your students (Goris et al., 2019). 

In this chapter about CLIL, you learned about teaching a new language through new content and, simultaneously, teaching new content through a new language. You learned how the CLIL model must include content, cognition, communication, and culture. You also learned about several benefits and challenges associated with CLIL and how to counterbalance these benefits and challenges.

Here are some key concepts about CLIL:

• • CLIL leads to higher attainment, improves learner motivation, benefits learners of all abilities, and increases intercultural awareness (Coyle, 1999). 

  • Although CLIL is a popular language model, schools can adjust the way it is implemented to ensure that all students experience effective learning. 

  • Although CLIL fosters communication in a wide array of subjects, increased focus on language accuracy is often needed (Lazaruk, 2007).

  • The sense of self and otherness can be supported by extracurricular activities such as cultural exchanges—both in person and virtually. 

Based on what you learned about CLIL, answer these questions:

1. 1. What did you know about CLIL before you read this chapter?

   2. In your opinion, what are the main benefits and challenges of CLIL?

   3. Do you think you would like to teach in a CLIL setting? Why or why not?

   4. Although you are just starting your career as a teacher, what do you feel might be the future of CLIL (in your country and your own life)?

To practice what you have learned about CLIL, do the following:

1. 1. Choose one of the CLIL benefits listed in this chapter and explain why you agree or disagree with describing this as a benefit.

   2. Choose one of the CLIL challenges listed in this chapter and explain why you agree or disagree with describing this as a challenge.

   3. Outline some preliminary ideas to consider when designing a CLIL lesson for a specific grade level. Identify some tasks, activities, and delivery techniques for teaching a selected content (e.g., science). Also, consider ways to build relationships with students of this age.

   4. For your preliminary outline of a CLIL lesson, explain why you identified the aspects that you included in this outline.

To expand your knowledge and application of CLIL, visit these websites:

• • CLIL. https://www.teachingenglish.org.uk/article/content-and-language-integrated-learning 

  • Homepage for the American School of Asuncion, Paraguay. https://www.asa.edu.py/ 

  • Sharing classrooms and sharing worlds: CLIL. https://www.worldclil.com/ 

  • Teaching the CLIL knowledge test. https://drive.google.com/file/d/1sBYb27OeFU-DBmh6RSbeJ4rpUAkDZAh6/view?usp=sharing 

Aspects related to CLIL are addressed in the following chapters of this book: 

Chapter 5 Building Relationships With Language Learners by S. Montiel

Chapter 6 Supporting Learners’ Social Emotional Learning by G. Mendoza

Chapter 10 Building Language Awareness by H. Lalwani

Chapter 12 Explicit and Implicit Learning in Second Language Acquisition by C. Fernández

Chapter 13 Designing Learner-Centered Classrooms to Promote Active Learning by H. Kaiser

Chapter 14 Promoting Thinking Skills to Enhance Language Learning by K. Sandi

Chapter 15 Exploring Meaning Through Translanguaging Practices by K. Liu and J. Choi

Chapter 19 Incorporating Inclusive Education Practices in ELT by R. Mazzoleni

Chapter 20 Creating an ELT Classroom Community by B. Crosbie and D. Carter

Chapter 22 Strengthening Communication Through Classroom Discourse by K. Buckley-Ess

Chapter 28 Teaching English to Young Learners Through Authentic Literature by S. Ruffinelli and C. Ortiz

Chapter 45 Strategies to Teach Integrated Skills by L. Fuller 

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Goris, J., Denessen, E., & Verhoeven, L. (2019). The contribution of CLIL to learners’ international orientation and EFL confidence. The Language Learning Journal, 47(2), 246-256.

Harrop, E. (2012). Content and language integrated learning (CLIL): Limitations and possibilities (ED539731). Encuentro: Revista de investigación e innovación en la clase de idiomas, 21, 57-70. https://files.eric.ed.gov/fulltext/ED539731.pdf 

Lazaruk, W. (2007). Linguistic, academic, and cognitive benefits of French immersion. The Canadian Modern Language Review, 63(5), 605-627. https://doi.org/10.3138/cmlr.63.5.605

Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. John Benjamins Publishing.

Marsh, D. (2012). Content and language integrated learning (CLIL). A development trajectory. Cordoba University Publications Services. https://helvia.uco.es/handle/10396/8689 

Seikkula-Leino, J. (2007). CLIL learning: Achievement levels and affective factors. Language and Education, 21(4), 328-341. https://doi.org/10.2167/le635.0

Short, D. J., Becker, H., Cloud, N., Hellman, A. B., & Levine, L. N. (2022). The 6 principles for exemplary teaching of English learners. TESOL International Association. https://www.tesol.org/the-6-principles 

Alberto Roca Álvarez earned his undergraduate degree in English and French at the Universidad de Oriente, Santiago de Cuba. Alberto earned a certificate for teaching English to speakers of other languages (CertTESOL) from Trinity College London (England). He completed a specialization for assessing French exams (up to level B2) from the International Center of Pedagogical Studies (France) and, also, other specialized studies in language teaching, testing, and learning. Alberto has taught languages for over ten years. He lives in Paraguay where he teaches at a bilingual school, at the Stael Ruffinelli de Ortiz English institute, and at the Universidad Evangélica del Paraguay.

ORCID: https://orcid.org/0000-0001-6351-4584 

Email for correspondence regarding this chapter: roca1982@gmail.com

Cover Photo by Unseen Studio on Unsplash