Clil Content Language Integrated Learning

Introduction to TKT: CLIL
Content and Language

Integrated Learning
Aims of the presentation
 to agree what CLIL is
 to understand the TKT:CLIL test
 to look at some test tasks and items
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What is CLIL?
Content and Language Integrated Learning
An approach in which a f……... language is used as

the m…………….. for teaching a c……………. subject
such as S…………, H………... or …………..t. The
target language and the subject content have a j………
……. role in the learning.
3
What are the main aims of CLIL?
Change slide to triangle p.12?
To develop…
 C………………: subject knowledge and skills
 C………………: meaningful interaction
 C………………: thinking skills
 C………………: an awareness-
of other societies
of what it is to be a responsible citizen
of being part of local and global communities
‘the 4Cs’ (Coyle, 1999)
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Why CLIL?
Learners:
 become more sensitive to vocabulary and ideas in their L1
as well as in the target language
 gain more extensive and varied vocabulary in the target

language
 reach proficiency levels in all four skills and in ICT skills far
beyond what is expected in ELT programmes
 are more cognitively active during the learning process
 develop intercultural understanding and community values

Johnstone, R. & and R. Mckinstry. (2008) and Van de Craen, P.; Mondt, K; Allain, L and Gao,Y. (2008)
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TKT:CLIL
 Who is TKT:CLIL for?
 What does TKT:CLIL test?
 How is TKT:CLIL tested?
 How is TKT:CLIL marked?

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What is TKT:CLIL?
 a test of knowledge about CLIL
 an optional module of TKT
 independent of TKT
TKT:CLIL is NOT
 a test of subject knowledge
 a test of language proficiency
 a test of teaching skills
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Who is TKT:CLIL for?
 subject teachers who use English as a medium

of study
 English language teachers who teach curriculum
subjects
 classroom teachers who teach curriculum
subjects in English
 classroom assistants working in CLIL contexts
 English as an Additional Language (EAL)
teachers who work with non-native speaker
learners in mainstream classes
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What does TKT:CLIL test ?
Part 1
 Knowledge of CLIL and Principles of CLIL
Part 2
 Lesson Preparation
 Lesson Delivery
 Assessment
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Part 1 Sample task
Main aims of CLIL
to focus on content vocabulary
A
to develop communication skills

B
to develop cognitive skills

C
to raise awareness of culture

D
Classroom activities
1 Learners discuss in groups how they set up their science experiments.
2 Learners find out about different ways of celebrating spring festivals.
3 The teacher highlights the parts of a river from a geography text which the class has just
read.
4 Learners give poster presentations about their group projects.
5 Learners classify plants according to several criteria.
6 Learners predict the outcome of an electricity experiment.
7 Learners do a web search to find out about traditional recipes for bread-making.
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Part 1 Test Sample: Answers
 1. B (Communication)
 2. D (Culture)
 3. A (Content)
 4. B (Communication)
 5. C (Cognitive)
 6. C (Cognitive)
 7. D (Culture)
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Task 2
Visual Organisers – lesson
planning
.
1 . . 2 . .
5 . .
3 .
. .
. . .
12
Task 2 Part 2: Answers
1. E
2. A
3. C
4. B
5. D
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Candidates are expected to be familiar with
the language of teaching represented in the
separate TKT glossary as well as the
terminology related to the description of
language, subject vocabulary and concepts
for TKT:CLIL.
14
How is TKT:CLIL tested?
 80 items
 80 minutes
 objective test format:
1-1 matching
3/4/5 option matching
3-option multiple-choice
odd-one-out
ordering
sequencing
 separate answer sheet
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How is TKT:CLIL graded?
Band A candidate at this level demonstrates:
4 extensive knowledge of TKT: CLIL content areas
3 breadth and depth of knowledge of TKT:CLIL content areas
2 basic but systematic knowledge of TKT:CLIL content areas
1 limited knowledge of TKT:CLIL content areas
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What teachers say about CLIL
 “It would have been useful for us if during the last
year of our degree we had had the chance to sit a
test like this.”
 “I was surprised to find such a good mixture of

methodological, psychological and technical
questions, very good indeed”
 “TKT CLIL has made me reflect on my teaching style,

methodology and the way I cater for my students’
needs.”
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Wordlist
Sample
Art and Craft/Design History
 abstract  ancient
 classical  archaeologist
 fabric  coronation
 painting ICT
Economics/Business Studies  application
 loss  bullet points
 manufacture  click and drag
 marketing  column
 negotiate  database
Environment/Geography Mathematics
 adapted  angle
 atmospheric pressure  bar graph
 carbon footprint  calculator
 climate change Science
 absorb / absorbent
 acceleration
 acid
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TKT:CLIL Glossary
sample
code switching: moving between first and target language while teaching
and learning
compare and contrast: What is X and what is not X? To look for

similarities and differences.
content- obligatory language: language needed for subject matter

mastery in the mainstream classroom. This language may be the primary
focus of second language lessons
visual organisers/ graphic organisers: aids which help learners to
understand and remember new information by making thinking visible. They
involve writing down or drawing ideas and making connections. They combine
words and phrases, symbols and arrows to map knowledge. They include
diagrams, tables, columns and webs.
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Resources
TKT:CLIL Handbook
 TKT:CLIL Syllabus
 Sample Test
 TKT:CLIL Wordlist
 FAQs
Cambridge ESOL Website
 TKT:CLIL Glossary
 TKT Glossary
 The Teacher Portfolio
 PET Wordlist
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Introduction to TKT: CLIL

Content and Language

 to understand the TKT:CLIL test

 to look at some test tasks and items

An approach in which a f……... language is used as

 gain more extensive and varied vocabulary in the target

 are more cognitively active during the learning process

 develop intercultural understanding and community values

 What does TKT:CLIL test?

 How is TKT:CLIL tested?

 How is TKT:CLIL marked?

 subject teachers who use English as a medium

to develop communication skills

to develop cognitive skills

to raise awareness of culture

4 extensive knowledge of TKT: CLIL content areas

3 breadth and depth of knowledge of TKT:CLIL content areas

2 basic but systematic knowledge of TKT:CLIL content areas

1 limited knowledge of TKT:CLIL content areas

 “I was surprised to find such a good mixture of

 “TKT CLIL has made me reflect on my teaching style,

compare and contrast: What is X and what is not X? To look for

content- obligatory language: language needed for subject matter

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