in language class support pupils with subject material and assignments
subject teacher and language teacher design tasks/assignments together
5 TTO schools:
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.
Tasks for both language and subject are carried out parallel but separately, sharing a similar topic. Performances and products are inspired by but different from real-life situations.
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
Complementary roles for subject and language teachers: crossing the border