CLIL in an Australian Context - Dr Margaret Gearon
In the Australian context, there could be a number of types of CLIL programs. Given the cognitive, linguistic, and social benefits of learning through a CLIL approach, including its contribution to the development of oracy and literacy, CLIL has significant potential in the early and primary years of schooling. It provides additional exposure to the skills needed to learn to decipher, read and write in a language, while addressing the vexed issue of the crowded curriculum. This is a particular problem in primary schools where Languages often languish at the bottom of the priority list, while other subjects also compete with dedicated curriculum time spend specifically on literacy and numeracy. By working with Languages across an integrated, thematic curriculum, the CLIL language teacher could be entrusted with delivering an appropriate part of the class theme in the additional language. Alternatively, the CLIL teacher could take responsibility for a specific curriculum unit each semester (e.g., Science) to be delivered through the additional language, planned in collaboration with the regular homeroom teacher (refer to the primary schools involved in the CLIL research project between DEECD and University of Melbourne’s Graduate School of Education in 2012).
It could be introduced as an option in secondary schools, particularly at Years 9 and 10 where numbers tend to drop dramatically and when students have electives to choose from. Rather than positioning Languages in competition with other areas of the curriculum, students could elect to undertake both through an integrated model. This also enhances the meaningfulness of the content that underpins the school’s Languages program, in relation to the broader curriculum. The CLIL program could run in different disciplines in each semester across these two years and provide students with excellent preparation for VCE language units.
At secondary school, where the language teacher is also a teacher of another discipline, the same class could be allocated to this person for both areas, and a topic, or part of a unit of work could be delivered through the additional language. This could start at Year 7 or Year 8 and be provided as an option for students who elected to participate in such a program.
As well as being suitable for mainstream schools, it would be a highly appropriate model for Community Languages schools to adopt. Providing students who attend these schools with relevant, motivating and challenging topics, materials and tasks would provide a means of attracting and retaining students, especially in the early years of adolescence.
How to get started in CLIL - the following article is an excellent resource:
CLIL in Action- Extract from the CLIL Teachers Tool Kit: a classroom guide available by Do Coyle
CLIL in Action- Extract from the CLIL Teachers Tool Kit: a classroom guide available by Do Coyle