CLIL: Teaching Subjects Through a Foreign Language

CLIL (Content and Language Integrated Learning) is an approach in which a subject, for example geography, biology or history, is taught through a foreign language, with goals for both the subject and the language. Learners acquire language because they need it to understand and discuss subject content, and they learn content through a language that is still developing. The key to making it work is deliberate language support built into every subject task.

What makes CLIL different

CLIL is neither a language lesson with subject-flavoured texts nor a subject lesson simply held in English. It has a dual focus:

• Content goals come from the subject curriculum (for example: explain how a river shapes a valley).
• Language goals are derived from those content goals (for example: describe a process using sequencing words and the passive).

The language syllabus follows the subject’s needs. Learners may need the passive voice or cause-and-effect connectors long before a coursebook would introduce them. That is one reason CLIL often motivates learners: the language has an immediate purpose.

The 4Cs as a planning tool

A planning framework widely used in CLIL is the 4Cs, associated with Do Coyle. It helps you check whether a lesson or unit is balanced.

C	Question for planning	Example (geography, rivers)
Content	What subject knowledge and skills will learners gain?	The stages of a river, erosion and deposition
Communication	What language do they need to learn and use?	Process verbs, sequencing words, comparatives
Cognition	What thinking skills are involved?	Describing, explaining cause and effect, predicting
Culture	What perspectives or contexts are explored?	Rivers in different countries, flood protection in local communities

The “communication” column can be broken down further into language of learning (subject terms), language for learning (asking for help, working in groups) and language through learning (new language that emerges during tasks).

Scaffolding: the core skill of a CLIL teacher

Learners in CLIL often understand more than they can express. Scaffolding closes this gap, then is gradually removed.

Before the task

• Activate prior knowledge in either language, for example with a quick picture brainstorm.
• Pre-teach a limited set of key terms with visuals.
• Show a model of the expected product (a labelled diagram, a short explanation).

During the task

• Visuals and graphic organisers: tables, flowcharts, Venn diagrams reduce the language load.
• Sentence frames: “First, … Then, … As a result, …”
• Word banks on the board or on the task sheet.
• Structured group roles so that each learner has a manageable part.

After the task

• Collect and correct key language from the products.
• Let learners reformulate the main idea in one or two sentences.
• Reduce support the next time the same text type appears.

Our guide to differentiation shows how to offer different levels of support in the same class.

A sample CLIL sequence (lower secondary, three lessons)

Topic: The water cycle (science or geography).

1. Lesson 1: Picture sequence of the water cycle. Learners match terms (evaporation, condensation, precipitation) to images. Short video without sound, learners describe what they see using a word bank.
2. Lesson 2: Jigsaw reading. Each group reads about one stage and explains it to others using a sentence frame. Together they complete a flowchart.
3. Lesson 3: Task: create a short explainer for younger pupils (poster or one-minute audio). Language focus afterwards: sequencing words and present simple for processes.

This sequence is essentially a task-based unit with subject content. Many short videos and diagrams can be found online; see our guide to authentic web resources for how to choose and adapt them.

Vocabulary in CLIL

Subject vocabulary is dense. A few practical rules:

• Limit new key terms per lesson and recycle them across lessons.
• Distinguish between terms learners must use and terms they only need to recognise.
• Combine words with images and, where useful, the first-language equivalent.
• Practise terms in short digital activities between lessons; see vocabulary and grammar with digital media.

Assessment in CLIL

Decide in advance what you are assessing. In most CLIL settings, content is the main criterion. Language errors that do not obscure meaning should not lower a content grade. A simple approach is a rubric with separate rows for content accuracy, use of subject terms and clarity of explanation.

Typical challenges

• Time pressure: CLIL can be slower at the start. Plan fewer topics in more depth.
• Materials: subject textbooks in the target language may be too difficult; adapting is often necessary.
• Mixed language levels: scaffolding and group roles help, as does planned use of the first language.
• Collaboration: CLIL works best when subject and language teachers plan together, even briefly.

This page is about CLIL in the classroom. Questions about teaching qualifications and career paths for language teachers are covered on our sister site aplanet-project.eu.