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Content and Language Integrated Learning (CLIL) is an approach where students learn a subject and a second language at the same time. A science course, for example, can be taught to students in English and they will not only learn about science, but they will also gain relevant vocabulary and language skills.

It’s important to note that CLIL is not a means of simplifying content or reteaching something students already know in a new language. CLIL courses should truly integrate the language and content in order to be successful – and success is determined when both the subject matter and language is learned.

Who is CLIL for?

CLIL can work for students of any age, all the way from primary level to university and beyond. So long as the course content and language aims are designed with the students’ needs in mind, there is no limit as to who can benefit from this teaching approach. However, it is most commonly found in primary and secondary school contexts.

What are the main benefits of CLIL?

Many teachers see CLIL as a more natural way to learn a language; when a subject is taught in that language there is a concrete reason to learn both at the same time. And as students have a real context to learn the language in, they are often more motivated to do so, as they can only get the most of the content if they understand the language around it.

Moreover, being content focused, CLIL classes add an extra dimension to the class and engage students, which is especially advantageous in situations where students are unenthusiastic about learning a language.

CLIL also promotes a deeper level of assimilation, as students are repeatedly exposed to similar language and language functions, and they need to produce and recall information in their second language.

Furthermore, it has the advantage that multiple subjects can be taught in English, so that students’ exposure to the language is increased and their language acquisition is faster.

CLIL also encourages students to develop 21st century skills, including the ability to think critically, be creative, communicate and collaborate.��

What are the challenges of CLIL?

As CLIL is subject-focused, language teachers may also have to develop their own knowledge of new subjects in order to teach effectively.

They must also structure classes carefully so that the students understand the content of the lesson, as well as the language through which the information is being conveyed.

And when it comes to classroom management, educators need to be very aware of individual student understanding and progress.

It’s therefore important to consistently concept check and scaffold the materials to be sure both the language and content are being learned.

How can you apply CLIL to your class?

It’s important to have a strategy in place when applying CLIL in your courses. One of the key things to remember is that the language and subject content are given equal weight and that it shouldn’t be treated as a language class nor a subject class simply taught in a foreign language.

According to Coyle’s 4Cs curriculum (1999), a successful CLIL class should include the following four elements:

• Content – Progression in knowledge, skills and understanding related to specific elements of a defined curriculum
• Communication – Using language to learn whilst learning to use language
• Cognition – Developing thinking skills which link concept formation (abstract and concrete), understanding and language
• Culture – Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self

Using a number of frameworks can help you prepare your lessons and make sure activities are challenging yet achievable for your learners.

Bloom’s Taxonomy, for example, classifies learning objectives in education and puts skills in a hierarchy, from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS).

In the diagram below, you can see the levels increasing in complexity from the base up to the triangle’s peak.

Praise in the classroom is a valuable resource that every teacher has in their toolbox.��It can encourage struggling students and reward learners who have been studying diligently and working hard on their language skills.

But not all types of praise have the same effect. Let’s take a look at different types of praise and how you can use it to boost your learners’ motivation and��self-esteem.��

Different types of praise in the classroom

There are three types of praise that teachers commonly engage in - but they’re not all equal and are not all desirable:��

• Personal praise: Here you praise a student for a specific ability or quality. For example, you might say something like,��“You have a great memory for vocabulary”.����
• Effort-based praise: This��is when you comment on a student’s efforts. For example, you could say,��“I can see you tried really hard with this vocabulary homework – well done.”����
• Behavior-based praise:��This type of praise��is where you comment on how a student is acting, an example would be,��“You were really paying attention during the vocabulary lesson – good job.”

So how – and when – should we use these types of praise in the classroom?��

Try not to praise ability

The first type of praise – personal praise – should be avoided in the classroom.����has shown that this type of praise doesn’t have a beneficial effect on motivation.��

In fact, praise for intelligence actually has a detrimental effect on student achievement. When students were praised for their intelligence, they tended to care more about their performance goals – the score they achieved on a test, for example. Learning goals, like mastering a new skill, became less important to them.��

Moreover, personal praise has been shown to undermine student resilience in the face of failure. Students showed less persistence when it came to challenging tasks and less enjoyment of the challenge. They also performed more poorly than children praised for effort.��

Furthermore, when you praise students for their ability, they also tend to see intelligence or aptitude as a fixed trait. However, students who are praised for effort are more likely to see ability as something they can improve on. This feeds into the development of a growth mindset vs a fixed mindset.��It’s important to��instill��a growth mindset in learners to enable them to reach their full potential.��

How to praise effort and behavior

When it comes to praising effort and behavior, what’s the most effective way to do it? Here are some techniques to employ:��

1. Be specific ��

General praise such as “Good job” isn’t nearly as effective as a comment that shows you’ve been paying attention to what the student is doing. A precise compliment will make a much bigger impact on a student, for example:��“I was really impressed at how hard you concentrated during the listening exercise. Well done.”����

2. Give praise in the moment��

Immediate praise doesn’t need to be disruptive, but it shows students that you are paying attention and noticing good behavior and effort.��

3. Avoid comparisons with other students��

Instead of saying, “You got the best mark in the class – well done!” say something like,��“You got a really high score in the reading test. Your hard work has really paid off this term.”

4. Keep track of praise��

Before your class, choose three or four students you’re going to praise that day. That way, you can be sure that each and every student will benefit from the motivational power of effective classroom praise!

5. Personalize your praise, depending on the student��

Young students enjoy being praised publicly, but shy students, older children and teenagers prefer positive feedback to be given quietly.��

Don’t overpraise and watch your positive bias��

It’s important to be sincere. Older children, especially adolescents, have an extremely low tolerance of insincerity. So, don’t be tempted to praise students too often, or too effusively – it can actually have a negative impact on your relationship with your whole class. Insincere praise can lead students to question your judgement.��

It’s also really important to be aware of your positive bias.��that teachers consistently give students of color more positive feedback on their work. It’s done with good intentions, but it can actually be harmful. If you regularly overpraise students for minor achievements, it can imply that you have low expectations for these students. And, this can make your students feel like they might not be capable of fulfilling the high expectations that you should have of them.��

So, instead of overpraising, focus on giving specific, immediate praise to motivate your students, boost their��self-esteem and unlock their potential.

Find out how to��nurture creativity in your learners��and this post will tell you how to��promote student happiness��and wellbeing.��