Produced examples of integrated tasks and projects
Tools for teachers:
Checklist for lesson planning
Rubric on integrating content and language
Project example I
“The increasing globalization of business makes cross-cultural skills mandatory”
Pupils of Geography, Economics, English and Drama prepare and present a short film on the effects of globalization on cross-cultural interaction. The film consists of a theatrical/drama part and an informative part, and is assessed for content, language and performance.
Criteria for integrated projects
Organization and collaboration between teachers
Integration of subject and language:
Tasks and performances
Assessment and feedback
Check on cross-fertilization criteria
Subject teachers and language teachers work together during various stages of the project and have clear and complementary roles and responsibilities.
Both subject and language aims are formulated in CAN DO statements and are related to the main subject/language aims of the specific class/year.
It is clear which part of the input is provided in the language class and which part in the subject class
It is clear which part of the task is carried out in the language class and which part in the subject class
The outcome/product is relevant for both subject and language, in terms of medium/audience, content and skills.
It is clear what is being assessed for both English and the subject.
Tasks dealing with a shared topic are mainly carried out in one subject with the other supporting on specific aims or activities. There is occasional reference between subject and language within the lesson. Performances and products are related to real-life situations.
The tasks carried out lead up to and prepare for the final performance or product and mix language and subject.
Tasks might involve transformation i.e. the output is in a different form to the input. For example, the input is a video, the output is a magazine article.
Both performances and products are related to subject and language real-life situations
Activities and performances stimulate language awareness, a lot of output and interaction. Subject and language are fully integrated in all activities and performances. Spoken and written performances and products are realistic and authentic. A clear genre (text type), audience and aim are stated for each performance or product.
Practical case II
History in fiction and non-fiction
Pupils read a historical novel (for English) and an informative essay (for History) on WW I, and compare genre, target audience and terminology. They then prepare interview questions for the main character on the historical context.
Support and assessment by both teachers.
Opportunities for integration
Not only in ‘mainstream’ CLIL:
Also in between subject and L1 (academic proficiency)
Also for immigrant L2 learners (language support)
Also for regional or minority languages (language promotion)
Subject-related tasks/projects with a special focus on authentic and functional language use