CLIL teaching projects

This page presents CLIL projects that were either carried out as part of my CLIL courses at the University of Education of Upper-Austria or generously provided by CLIL colleagues and teachers. Although some of them are “only” small-scale projects meant to be seen as first “stabs” at CLIL in students’ and teachers’ ongoing CLIL development, they might nevertheless serve as a stimulation or source of ideas for the reader. The projects were anonymised and sometimes shortened but everything else remained as received by the authors.

As usual, comments are more than welcome but above all this space is waiting for your CLIL projects to be posted. So do not hesitate to send your CLIL ideas and projects to me.

  • Investigating Scaffolding Opportunities in ICL Higher Education Classes. A large Higher Education project carried out at the Universidad San Jorge, Spain, and very generously provided by Drs Nashwa Nashaat and Monika Wozniak (Institute of Modern Languages) ICHLE 2015 – Nashwa Nashaat
  • This is a short project on introducing string instruments in  CLIL Musics lessons: CLIL Presentation Strings CLIL BLOG
  • A short project from a History class on the Incas: The Incas – CLIL experience
  • A project carried out in a Domestic Science course: Projects-food
  • A project on the origins of “Thanksgiving” in CLIL history lessons for lower-secondary education.

2 Responses to CLIL teaching projects

  1. Mark Burke says:

    The link is to a page showing how in Seinäjoki we have incorporated our year seven CLIL students into a comenius project. Work took place in domestic science lessons, in ICT lessons and in informal English conversation lessons. As a themed approach to learning using an L2 language to communicate and make a presentation in an L2 language to other L2 speakers (A group of italian teachers). It worked very well and now we have only to think of how to improve upon this for next years final showcase!

    • Dear Mark and all the other contributors to this exciting project,
      first of all, thank you for sending this to me and allowing us (my blog users) to share your team’s enthusiasm and brilliant ideas into using the topic of food for ???? and here comes my thinking/critical contribution- what exactly? Are your (team) beliefs that language learning will happen incidentally (somehow) by providing interesting and motivating input? Whilst there is some encouraging evidence from bilingual research (sorry for no references at the moment) there is a lot of evidence that this may not work efficiently in the typical (?) European situation (foreign language, modular, just add-on, etc). In other words, a language-focussed curriculum (Lyster, Dalton-Puffer, Gierlinger) seems to be inevitable. Now; in my understanding the crux is in the “how explicit, how often, how deeply” AND how do I make it clear that learning a language is different from learning subject/domain content.

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