CLIL and EMILE refer to any dual-focused educational context in which an additional language, thus not usually the first language of the learners involved, is used as a medium in the teaching and learning of nonlanguage content.

Compiled and authored by David Marsh, University of Jyväskylä, Finland.

− Introduction
− Which Methods?
− Which Learners?
− Which Age?
− What Exposure?
− Threat to First Language?
− Which Languages?
− Which Subjects?
− What Learner Competencies?
− What Teacher Competencies?
− Which Environments?
− Which Variables?
− Quality

Piet Van de Craen, Vrije Universiteit Brussel, Department of Germanic Languages.

e-mail: pvdcraen@vub.ac.be

• Introduction
  
• Language Pedagogy and (Language) Learning Theories
  
• Language Learning Theory Revisited
  
• Learning and the culture of education
  
• Learning in a ‘Content and Language Integrated Learning’ Environment
  
• CLIL, culture of education and (language) learning theories
  

The national contributions formed the basis for the comparative study on Content and Language Integrated Learning (CLIL) at School in Europe. Each contribution has the same structure with six main sections entitled as follows:

1) National terminology associated with the concept of CLIL
2) Organisation and status of CLIL provision
3) The qualifications and specialised training of teachers involved in CLIL
4) Debate and ongoing reform
5) Statistical data (optional)
6) References (optional)

Contributions are available in English and, in the case of some countries, in French.

An Introduction to CLIL for Parents and Young People by David Marsh

This booklet is about learning languages. It invites you to look at an approach which could be developed in your school which is called Content and Language Integrated Learning (CLIL).
This approach involves learning subjects such as history, geography or others, through an additional language.
It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive ‘can do’ attitude towards themselves as language learners.

FAQ about CLIL

This document is published by the Eurydice European Unit with the financial support of the
European Commission (Directorate-General for Education and Culture).

Jose Ortega/Van Parys Media, Brussels, Belgium.

by A Constantin National College "Radu Greceanu", 8, N.Balcescu Slatina, OLT County, Romania
Email: rorua1@yahoo.com
&
by M Kassab Hajr Health Science Institute, Saudi Arabia
Email : mokassab1@yahoo.com

by John Clegg
Jclegg@lineone.net

1. The need for language support
2. What do students need help with?
2.1 The cognitive demands of lessons
2.2 The language demands of lessons
2.3 Deciding where to provide support
3. Forms of support
3.1 Teacher-talk
3.2 Visuals
3.3 Task design
3.4 Forms of interaction
3.5 Use of the L1
3.6 Learning strategies
4. Forms of support
Summary

by Claudia Haagen-Schützenhöfer, Leopold Mathelitsch
Institute for Theoretical Physics, University of Graz, Austria

1. What is EMI?
2. Physics taught in English – a means to “horrify” pupils even more?
3. Physics taught in English – the “ultimate cure” for the Physics-crises?
4. Physics taught in English – examples of EMI-lessons
5. Empirical study - how does EMI influence practical lab-work?
6. Conclusion