The roles of languages in CLIL

Fostering learner autonomy through bilingual and multilingual activities in the classroom – a talk given at the ICHLE-2015 conference by Edgar Marc Petter and generously made available on this blog.


‘You can speak German, sir’: on the complexity of teachers’ L1 use in CLIL – my research paper as published in LANGUAGE and EDUCATION on the role(s) of code switching in CLIL.

Title: Tt_Cs_title_Publisher

Article: TT_CS_publisher

Teachers code-switching in CLIL: Deficit or dividend” – The PP below is about a presentation I gave at the ICHLE – 2015 conference in Brussels, Belgium on the 3. September 2015.

PPP: ICHLE_2015_TEACHERS_CS_blog [1]

References: Handout_references

“Whatever happened to the Ls in CLIL?” –  The powerpoint included here is a talk I held at the CEF – Centro Estudio Fiscales in Granada on the 19. February 2015 about the (often neglected) aspect of learning through the languages available in a CLIL context. The main arguments brought forward were:

  1. Immersive or implicit language learning in CLIL is a necessary but not a sufficient condition.
  2. Every teacher is a language teacher, therfore CLIL (subject) teachers need to carefully consider their “language” role as content facilitators.
  3. Explicit language mediating tools, techniques, and tasks need to be provided (hopefully, in collaboration with the language specialist teacher) by the CLIL teacher.
  4. In order to achieve target language learning successfully all the potential of all the languages (special emphasis on the mother tongues) available in any specific CLIL context have to be utilised.

I have also added an extensive reference list in a second file.

Granada_About the Ls in CLIL_blog_version

References for talk_Granada_2015_02_19

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