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978-0-521-15733-9 - The TKT Course CLIL Module

Kay Bentley
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Contents

Acknowledgements iv
Introduction 1

Part 1 Knowledge of CLIL and principles of CLIL

Unit 1 Aims of CLIL and rationale for CLIL 5
Unit 2 Language across the curriculum 11
Unit 3 Communication skills across the curriculum 16
Unit 4 Cognitive skills across the curriculum 20
Unit 5 Learning skills across the curriculum 26

Part 2 Lesson preparation

Unit 6 Planning a lesson or a series of lessons 30
Unit 7 Language demands of subject content and
accompanying tasks 37
Unit 8 Resources including multi-media and visual
organisers 43
Unit 9 Materials selection and adaptation 50
Unit 10 Activity types 57

Lesson delivery
Unit 11 Classroom language 64
Unit 12 Scaffolding content and language learning 69
Unit 13 Methods to help learners develop learning
strategies 74
Unit 14 Consolidating learning and differentiation 79

Assessment
Unit 15 Focus of assessment 84
Unit 16 Types of assessment 89
Unit 17 Support strategies for assessment 95

TKT: CLIL Practice test 100

Sample TKT: CLIL answer sheet 114

Exam tips for TKT: CLIL 115
Answer key for Follow-up activities 116
Answer key for TKT: CLIL practice tasks 119
Answer key for TKT: CLIL practice test 119
Alphabetical list of terms 120
Unit-by-unit list of terms 122
References 124

iii

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Kay Bentley
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Introduction

O What is the Teaching Knowledge Test: Content and Language

Integrated Learning (TKT: CLIL)?
The Teaching Knowledge Test: Content and Knowledge Integrated Learning (TKT:
CLIL) is an additional module of the Teaching Knowledge Test (TKT) developed by
Cambridge ESOL. TKT: CLIL is for teachers who teach different curricular subjects
through the medium of English and for English language teachers who use curriculum
content in their teaching.
TKT: CLIL tests candidates’ knowledge of concepts related to teaching subject
content in a non-native language. TKT: CLIL is NOT:
M a test of subject-specific knowledge

M a test of practical skills

M a test of English language proficiency.

TKT: CLIL consists of one module. There are 80 objective questions in the test.
Question types include matching, multiple choice and odd-one-out.
TKT: CLIL has no entry requirements such as previous teaching experience, subject
teaching or language teaching qualifications. Candidates should have at least an
intermediate level of English, e.g. minimum PET, IELTS band 4, CEFR B1. They are
expected to be familiar with key CLIL terminology and examples of subject vocabulary
from the curriculum. The TKT: CLIL Glossary contains a list of terminology. Examples
of subject vocabulary can be found in lists on pages 23–24 of the TKT: CLIL Handbook
for Teachers. These are both available on the Cambridge ESOL website at www.
cambridgeesol.org/clil.
Candidates also need to be familiar with language teaching terminology as
represented in the separate TKT Glossary. This is also available on the Cambridge ESOL
website at www.cambridgeesol.org/tkt.
Cambridge ESOL also offers candidates the opportunity to keep a teaching portfolio
to help them reflect on their teaching practice. The portfolio is not an essential part
of the test and is not assessed. If you would like to keep a portfolio, go to www.
teacherportfolio.cambridgeesol.org.

O What is The TKT Course CLIL Module?

The TKT Course CLIL Module has five main aims:
1 To introduce readers to the concepts and terms about teaching and learning that are
central to TKT: CLIL and to give them opportunities to do test practice with TKT:
CLIL sample tasks and a test paper.
2 To introduce readers to some of the main theories, approaches and activities in CLIL
and to encourage analysis of their usefulness to their learners and learning contexts.
3 To share with readers some of the resources available to CLIL teachers.

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Kay Bentley
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The TKT Course CLIL Module

4 To provide materials and activities that give teachers opportunities for professional
development by exploring areas of knowledge and concepts which have been
introduced.
5 To build on TKT for those readers who have done that course before doing TKT:
CLIL.

O Who is The TKT Course CLIL Module written for?

The TKT Course CLIL Module is written for the following readers:
M readers intending to take TKT: CLIL; they might be studying for it on a course, or
alone as self-access students
M readers who have done TKT and would like to continue professional development

in CLIL
M readers who are subject teachers or language teachers

M readers who are already teaching CLIL and readers who have not started teaching

CLIL yet
M readers who have done teacher training or development courses in teaching

curricular subjects, teaching English or teaching other languages

M both non-native language speakers and native speakers of English

M readers who are teaching in EAL (English as an Additional Language) contexts

in Britain and work with non-native learners from minority language groups in
mainstream education
M readers who are classroom assistants working in CLIL contexts.

O What are the contents of The TKT Course CLIL Module?

The TKT Course CLIL Module follows the contents and order of the TKT: CLIL
specifications. The book consists of two parts. Each part is divided into units which
cover the TKT: CLIL specifications for that part. See the table on page 4.
The book also contains:
M CLIL terms from the TKT: CLIL Glossary. These occur in each unit and are shown in

bold the first time they appear in a unit.

M ELT terms from the TKT Glossary. These occur in most units and are shown in bold

italics. Some are defined in the book and all are defined in the TKT Glossary.
M A TKT: CLIL practice test

M Test tips for taking TKT: CLIL

M Answer keys for the Follow-up activities in each unit, the TKT: CLIL practice tasks

and the TKT: CLIL practice test

M Two lists of the terms from the TKT: CLIL Glossary and the TKT Glossary that are used

in the book. The first list gives the terms for the whole book in alphabetical order
and the second gives the terms for each unit. The first list gives the pages where
each term first appears.

The units build on one another so that ideas introduced in one unit provide the
foundation for the ideas introduced in a following unit.
M Part 1 focuses on terms and concepts used to describe the aims of and rationale for

CLIL.
M Part 2 focuses on lesson preparation, lesson delivery and assessment.

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Kay Bentley
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Introduction

O How is each unit organised and how can it be used?

The advice in the table on the next page is intended for those using the book on a
taught course or for self-access readers. It can also be adapted for use by CLIL trainers.
Readers using this book by themselves should choose a CLIL coursebook, a CLIL
materials or schools website or an ELT coursebook with CLIL units in it to use for the
Discovery activities.
Readers should think of a specific learner or a specific group of learners for the
Reflection and Discovery activities.
We recommend readers to look at the TKT: CLIL Glossary and the TKT Glossary as
they work through the book. These will help consolidate and extend understanding
of CLIL and ELT terms. Readers can also access further examples of practice tasks and
ideas for CLIL teacher training at:
https://www.teachers.cambridgeesol.org/ts/teachingqualifications/clil/resources
It is also useful to have a good dictionary such as the Cambridge Advanced Learner’s
Dictionary, Cambridge University Press, and for many CLIL subject concepts and terms,
the Cambridge School Dictionary, Cambridge University Press, both of which are available
with a CD-ROM.
Enjoy the challenge of teaching CLIL and enjoy reflecting on your teaching. For
those readers who take TKT: CLIL, all the best.

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The TKT Course CLIL Module

Each unit in The TKT Course CLIL Module follows the same structure:

Section Purpose Suggestions for use

Learning To inform the reader of the knowledge and Read these before you start the unit, then again
outcomes skills they should have after completing after you have read the unit. How well do you
the unit. think you have achieved the outcomes?
N.B. Learning outcomes take time to What more do you need to do to be able to
achieve, so teachers may want to put achieve them? For example:
some of the ideas into practice before they M
reread a section of the unit
can evaluate if they have achieved them. M
look in the glossary to check meanings of
concepts
M
do the practice task again
M
reflect on classroom practice.
Starter To provide a definition of the key terms in Try to answer the question before reading the
question and the title of the unit. answer.
answer
Key concepts To introduce the main ideas of the unit There is often a short question at the start of
and to explain the key terms. this section. Try to answer it before reading the
text that follows.
Key concepts To discuss how the key concepts influence Think how you can apply each point in your CLIL
and the CLIL CLIL and teaching. context.
classroom
Follow-up To allow the reader to work with the key Completing these tasks leads to a much fuller
activity/ies concepts in order to understand them understanding of the unit’s key concepts. There
more fully. is an answer key on pages 116–119.
N.B. These activities do not use the same
question formats as those used in TKT:
CLIL.
Reflection To encourage readers to develop their Discuss these points with other teachers if
own opinions on the key concepts by possible. As this section is about opinions, no
considering questions or comments. answers are given.
They may be from teachers, learners or
researchers.
Discovery To encourage the reader to find out more These activities involve extra research, e.g.
activities about the key concepts, to experiment reading chapters from books, finding websites,
with them in the CLIL classroom and to seeing how concepts are applied in coursebooks,
assess their usefulness. trying out ideas in the classroom and writing
comments in your TKT: CLIL portfolio.
Are you going to write the portfolio in English or
in your own language?
TKT: CLIL To review the unit’s content and to help Do this task to familiarise yourself with the
practice task readers become familiar with the TKT: CLIL format of TKT: CLIL and to test yourself on the
task formats and level of language used in contents of the unit. You can check your answers
the test. in the answer key on page 119.
N.B. These task formats are the same
question formats as those used in TKT: CLIL.

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978-0-521-15733-9 - The TKT Course CLIL Module
Kay Bentley
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Part 1 Knowledge of CLIL and principles of CLIL

Unit 1 Aims of CLIL and rationale for CLIL

LEARNING OUTCOMES

KNOWLEDGE: to know what CLIL is and to understand its aims

SKILLS: to be able to describe the 4Cs of CLIL

O What is CLIL?
CLIL, or Content and Language Integrated Learning, has many definitions. Here are
some of them:
2002 2006 2007 2009

An approach … that A meaning- An ‘umbrella’ An evolving

may concern languages; focused learning term used to talk educational
intercultural knowledge, method … about bilingual approach to
understanding and The aim is education teaching and
skills; preparation for learning subject situations learning where
internationalisation matter together (Gajo, 2007) subjects are taught
and improvement of with learning a through the
education itself. language. medium of a non-
(Marsh, 2002) (Van de Craen, 2006) native language
(TKT: CLIL
Handbook)

CLIL is an approach or method which integrates the teaching of content from the
curriculum with the teaching of a non-native language. It is increasingly important
in our global, technological society, where knowledge of another language helps
learners to develop skills in their first or home language and also helps them develop
skills to communicate ideas about science, arts and technology to people around the
world. It gives learners a different learning experience compared with most foreign
language teaching because in a CLIL classroom, the curricular subject and new
language are taught together. Thinking and learning skills are integrated too. CLIL
can involve many methodologies from both subject and language teaching, so CLIL
presents new challenges for teachers and learners.
CLIL teachers can be subject teachers, language teachers, primary classroom
teachers or classroom assistants. Different teachers have different challenges:
language teachers need to learn more about subject content; subject teachers need
to learn about the language needed for their subjects. In some programmes, there
is cooperation between subject and language teachers. CLIL learners in schools are
between three and eighteen years old and start CLIL at different ages. Others may be
in vocational or academic study.
5

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Part 1 Knowledge of CLIL and principles of CLIL

What are the benefits of CLIL?

CLIL aims to:
M introduce learners to new concepts through studying the curriculum in a non-
native language
M improve learners’ production of the language of curricular subjects

M improve learners’ performance in both curricular subjects and the target language

M increase learners’ confidence in the target language and the L1

M provide materials which develop thinking skills from the start

M encourage stronger links with values of community and citizenship

M make the curricular subject the main focus of classroom materials.

We know from research that compared with learners who study English in ELT classes,
most learners who start CLIL in primary schools are, by the time they finish primary
education: more confident using the target language as well as their L1; more sensitive
to vocabulary and ideas presented in the target language and in the L1; they have a
more extensive and varied vocabulary; they reach higher levels of English than those
reached in ELT courses. In secondary schools, CLIL usually leads to better language
proficiency and has positive effects on L1 proficiency. In addition, learners’ subject
knowledge is about the same as if taught in L1. Brain research shows that in CLIL,
learners are more cognitively active during the learning process.

O Key concepts
What are the different models of CLIL?
‘CLIL’ is a term used to cover a range of contexts and models. Some schools teach
topics from the curriculum as part of a language course. This is called soft CLIL.
Other schools teach partial immersion programmes where almost half the curriculum
is taught in the target language. This is called hard CLIL. Mid-way between these
models, some schools teach a modular CLIL programme where a subject such as
science or art is taught for a certain number of hours in the target language.
The table below shows examples of three possible CLIL models: language-led,
subject-led and partial immersion.

Soft CLIL Type of CLIL Time Context

Language-led 45 minutes once Some curricular topics are taught during a
a week language course.
Subject-led 15 hours during Schools or teachers choose parts of the subject
(modular) one term syllabus which they teach in the target language.
Subject-led about 50% of About half of the curriculum is taught in the
(partial the curriculum target language. The content can reflect what
immersion) is taught in the L1 curriculum or can be new
content.
Hard CLIL

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Kay Bentley
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Unit 1 Aims of CLIL and rationale for CLIL

What are the 4 Cs of CLIL?

CLIL is sometimes referred to as having ‘4 Cs’ as components: content,
communication, cognition and culture (Coyle, 2007; Coyle, Hood and Marsh, 2010).
This is a useful description because the integration of content, communication,
cognition and culture is one way to define teaching aims and learning outcomes.
The fourth C, culture, is also referred to as citizenship or community. The 4 Cs are
connected.
M Content
The curricular subjects taught in CLIL include art, citizenship, classics, design and
technology (DT), economics, environmental studies, geography, history, information
and communication technology (ICT), literacy, mathematics, music, physical
education (PE), philosophy, politics, religious studies (RE), science, social science
and technology.
Some CLIL programmes develop cross-curricular links among different subjects. For
example, learners might study the history, geography and art of a particular area.
This often happens in primary schools. In all CLIL contexts, we need to analyse
content for its language demands and to present content in an understandable way.
M Communication
Learners have to produce subject language in both oral and written forms. We
therefore need to encourage learners to participate in meaningful interaction
in the classroom. CLIL aims to increase STT (student talking time) and reduce
TTT (teacher talking time). We should also encourage self-evaluation and peer
and group feedback. When learners produce the target language while studying
curricular subjects, they show that subject knowledge and language skills are
integrated. ‘By using the language for learning content, communication becomes
meaningful because language is a tool for communication, not an end in itself’
(Pérez-Vidal, 2009).
M Cognition
CLIL promotes cognitive or thinking skills which challenge learners. We need to
develop learners’ cognitive skills so they can study subjects from the curriculum.
These skills include reasoning, creative thinking and evaluating. ‘Good CLIL practice
is driven by cognition’ (Mehisto, Marsh, Frigols, 2008). We also need to analyse
thinking processes for their language demands and to teach learners the language
they need to express their thoughts and ideas.
M Culture
The role of culture, understanding ourselves and other cultures, is an important part
of CLIL. ‘Culture is at the core of CLIL’ (Coyle, 2007). Learners sometimes need to
communicate in a non-native language with new arrivals who may have different
home languages as well as different social and cultural backgrounds. Learners
need knowledge of those who live in other regions or countries. CLIL gives us
opportunities to introduce a wide range of cultural contexts. We want to develop
learners who have positive attitudes and who become aware of the responsibilities
of global as well as local citizenship. Inside the classroom, we should value different
home languages. Beyond the classroom, we can make links with partnership schools
and make use of the Internet to communicate with learners across the world about,
for example, local environmental projects.

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Part 1 Knowledge of CLIL and principles of CLIL

O Key concepts and the CLIL classroom

A researcher in bilingual education, Jim Cummins, described BICS and CALP.
M BICS (Basic Interpersonal Communicative Skills)
These are skills needed for social, conversational situations. Research with
immigrant learners in Canada (Cummins, 2001) showed that most achieved BICS
after two to three years of education in the target language. Language learning
is contextualised and supported by teachers and resources. Tasks associated with
BICS are often less cognitively demanding. Examples of less demanding tasks are:
repeating greetings and matching cards with words and pictures.
M CALP (Cognitive Academic Language Proficiency)
According to Cummins and other researchers, it takes learners at least five years
to achieve CALP, which is a level required for academic school study. Language
used in subject teaching is often abstract and formal and therefore it is cognitively
demanding. Teachers need to recognise when learners should move from BICS
towards CALP and provide support. Examples of the use of cognitively demanding
language are: justifying opinions, making hypotheses and interpreting evidence.

FOLLOW-UP ACTIVITY (See page 116 for answers)

Look at these materials (1–4) from coursebooks. Which are from ELT books and which
are from CLIL books? How do you know? Think of the 4 Cs as well as BICS and CALP.
1 2

stickers

(from Essential Science 1, Santillana Richmond 2006) (from Join Us for English by G. Gerngross and
H. Puchta, Cambridge University Press 2006)
8

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Kay Bentley
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Unit 1 Aims of CLIL and rationale for CLIL

3 4

(from Challenge, ed. V. Bunce, Longman 1999) (text from First Certificate Avenues by D. Foll and A. Kelly,
Cambridge University Press 1998)

REFLECTION
1 Which model of CLIL programme do you have in your school?
2 How do you develop the ‘4 Cs’ of CLIL?
3 How would you describe CLIL to a teacher who does not know what CLIL is?

DISCOVERY ACTIVITIES

1 Which three of the seven aims on page 6 do you think are the most important for
CLIL?
2 Look up www.ecml.at/mtp2/clilmatrix/en/qmain.html and from the matrix find
out about teaching examples related to the 4 Cs.
3 Look at a CLIL coursebook or a section of a language coursebook which has a
topic related to a curriculum subject. Think how it demonstrates the 4 Cs of CLIL.

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Kay Bentley
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Part 1 Knowledge of CLIL and principles of CLIL

4 Find three or four activities which your learners do. Are they cognitively
demanding? Do the learners need support to do the tasks? Is this true for all the
learners in your class?
5 Look up www.clilcompendium.com/keyterms.htm and find some key terms used
in CLIL.

TKT: CLIL practice task (See page 119 for answers)

For questions 1–6, choose the best option (A, B or C) to complete each statement about
CLIL.

1 CLIL is
A about learning a new language quickly.
B a method for thinking in English.
C an approach with many different methodologies.
2 Communication in CLIL aims to
A develop skills to express ideas in curricular subjects.
B increase the use of TTT across the curriculum.
C encourage listening skills in cross-curricular work.
3 One of CLIL’s aims is to
A improve the L1.
B increase learners’ confidence in using grammar.
C provide cognitive development for learners.
4 In the CLIL classroom, BICS helps learners
A use ICT across the curriculum.
B develop basic conversational language.
C improve their thinking skills.
5 In the CLIL classroom, CALP helps learners
A communicate in everyday situations.
B develop thinking skills for studying subjects.
C do tasks such as copying and repeating new subject language.
6 Studying curricular subjects in CLIL helps learners
A develop better pronunciation for all subjects.
B improve their reading and writing skills during all lessons.
C understand new subject knowledge and language together.

10

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