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Practical Introduction to CLIL: from Theory to Classroom

This programme is essential because it bridges theory and real classroom practice. It helps teachers apply CLIL practically and effectively, offering concrete examples that can be directly transferred to everyday teaching. Moreover, it enhances the integrated learning of content and language in real educational contexts.

130€

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Imatge del curs Practical Introduction to CLIL: from Theory to Classroom
130€
Matricular-m'hi »
Properes convocatòries
Aquest curs inclou

  • 45 hores

  • 100 % en línia, ASÍNCRON

  • Ed. Primària i Secundària

  • Tutoritzat per Andra Dumitru

  • Reconegut Departament Educació

  • perfil AICLE + info
Properes convocatòries
Aquest curs inclou

  • 45 hores

  • 100 % en línia, ASÍNCRON

  • Ed. Primària i Secundària

  • Tutoritzat per Andra Dumitru

  • Reconegut Departament Educació

  • perfil AICLE + info
Il.lustració entranyable que acompanya el curs Practical Introduction to CLIL: from Theory to Classroom

This course offers a comprehensive and practice-oriented introduction to the CLIL approach, aimed at teachers who wish to integrate curricular content and a foreign language into meaningful and functional learning sessions. Throughout the four modules, participants will explore the core principles of CLIL, the role of academic and functional language, scaffolding strategies, classroom management, and the key elements for designing integrated activities and didactic units.

The course combines essential theory with practical examples, videos, guided readings, and tasks that can be directly applied in the classroom.

The main objective is to empower teachers to plan high-quality CLIL lessons, adapt materials, analyse students’ linguistic needs, design activities that promote cognitive thinking, and apply assessment tools that are coherent with the CLIL approach. This is a flexible course, strongly oriented towards real classroom practice.

Aquest és el teu curs

perquè aconseguiràs...

  • Understand and apply the foundations of CLIL by identifying the core elements of the model (the 4Cs framework, the role of language, and multilingual learning environments) to analyse lessons and materials from an integrated perspective.

  • Recognise how learning actually takes place in CLIL context by analysing cognitive processes, types of input, and support needs, and by designing learning sequences that foster attention, comprehension, and deep processing.

  • Plan and formulate clear language objectives using the Language Triptych (language of learning, language for learning, and language through learning) to transform curricular content into real opportunities for communicative development.

  • Select and create appropriate linguistic supports, such as visual glossaries, discourse structures, and functional language banks, to ensure that all learners can access content and participate actively.

  • Design activities and tasks following the Thinking Pathway, integrating different cognitive levels (from LOTS to HOTS) to promote reasoning, knowledge transfer, and knowledge creation.

  • Apply CLIL principles to classroom practice by creating real micro-activities or learning sequences that integrate content, language, and thinking, ensuring pedagogical coherence and classroom applicability.

Continguts del curs

  • Module 1. Where CLIL Begins to Shine

    • Why CLIL? Understanding the Need: Why CLIL in Today’s Schools - What Research Says About CLIL Effectiveness - Effects on Motivation, Engagement, and Learning

    • What CLIL Is and What It Is NOT: Operational Definition of CLIL - What CLIL Is Not: Common Misconceptions - Why These Misconceptions Matter for Practice

    • What Research Tells Us About CLIL Today: Evidence from Primary Education - Evidence from Secondary & VET - Language Development Outcomes - Content Learning Outcomes - Practical Implications for Teachers

    • CLIL and Multilingual Education: Schools as Multilingual Ecosystems - Cognitive and Emotional Advantages - How CLIL Supports Plurilingual Competence

    • The Initial CLIL Framework: Key Components of Strong CLIL Foundations - The Teacher as Learning Designer - How Module 1 Prepares the Ground for Module 2

  • Module 2. Understanding How Learning Really Works

    • The 4Cs: Four Lenses, One Learning Experience: Why the 4Cs Are the Foundation - Content: The What and the Why of Learning - Communication: Language as the Bridge to Understanding - Cognition: Thinking as the Engine of Learning - Culture: Identity, Community, and Perspective

    • The Language Triptych: A Map of the Language Learners Need: Why Language Is Structural - Language of Learning - Language for Learning - Language through Learning - Universal Mini-Tables

    • From LOTS to HOTS (Bloom’s Taxonomy): Thinking as the Engine of CLIL: Why CLIL needs thinking - LOTS: Remembering, Understanding, Applying - HOTS: Analysing, Evaluating, Creating - Designing Smart Questions: From Yes/No to Wonder/Why/How

    • BICS & CALP. Beyond Fluency: Academic Language Uncovered: What BICS and CALP Really Are - Why CLIL Accelerates CALP - Spotting Typical Confusions - An Essential Step in the Module: Connecting Bloom and the Triptych

    • Understanding Matters When Feelings Matter: i+1: Comprehensible Input with Support - Learning Within Reach: The Zone of Proximal Development - Affective Filter - Practical Strategies

    • Seeing, Saying, Doing: Learning Through Literacies: What Pluriliteracies Are - Visual, Scientific, Digital, and Argumentative Literacies - Learning to Build Meaning Within a Discipline

  • Module 3. Giving Words to Content

    • Why This Module Matters

    • Understanding Content in CLIL: What Content Really Means in CLIL - From Curriculum to CLIL: Selecting Teachable Units - Content Objectives: Clarity, Progression & Coherence - Competence-based CLIL: Connecting to LOMLOE - Designing Content Ladders (Recall, Describe, Explain, Apply) - Mini-example (Primary): The Water Cycle - Mini-example (Secondary): Medieval Towns - Mini-example (VET): Safety Procedures in the Workshop

    • Communication: Academic & Functional Language: What Counts as Communication in the 4Cs - Academic Language (Language of Learning): Vocabulary, Structures & Discourse - Functional Language: The Language for Learning - Language Through Learning: When Language Emerges - How to Limit, Prioritise & Sequence Language Demands - Mini-Example (Primary): Fractions & Shapes - Mini-Example (Secondary): Describing Historical Change - Mini-Example (VET): Giving Instructions in Technical Tasks

    • Identifying the Language of Learning: Why Identifying Language Matters - The Three-Step Identification Process: Analyse, Add, Apply - Working with Texts, Diagrams & Activities - Creating Word Banks, Sentence Frames & Language Mats - Pre-Teaching vs. Guided Discovery: Choosing the Right Moment - Mini-Example (Primary): Label a Diagram - Mini-Example (Secondary): Process Description - Mini-Example (VET): Reading a Technical Form

    • Designing Clear & Accessible Lesson Introductions: The Purpose of the CLIL Introduction - Activating Prior Knowledge - Making Objectives Visible - Quick Language Preview Routines - Building Safety & Lowering Anxiety - A Reusable 4-Step CLIL-Friendly Introduction - How to Adapt Introductions to Primary, Secondary & VET - Mini-Example: Step-by-Step Introduction Demo

    • Bringing Content & Communication Together: Why Integration Is the Key to Strong CLIL - The Dual-Objective Grid: A Practical Tool - Aligning Tasks with Language Needs - Analysing Real Materials for Integration Opportunities - Mini-Sequences (Primary, Secondary & VET) - What Integrated Planning Actually Looks Like

    • Mini-Examples & Quick CLIL Tasks: Seven Short Examples Ready to Use - Micro-Scaffolds: Tiny Supports That Change Everything

  • Module 4. The Thinking Pathway

    • Why Cognition & Culture Matter in CLIL

    • Cognition in CLIL: From LOTS to HOTS: The Cognitive Dimension - LOTS to HOTS Progression - Cognitive and Metacognitive Strategies - Designing Cognitively Rich Tasks

    • Culture in CLIL: Identity, Interculturality & Context: What Culture Really Means in CLIL - Intercultural Competence - Culture Through Language - Classroom Strategies

    • Linking Thought & Language: Why Thinking Depends on Language - Cognitive Discourse functions (CDFs) - How to Teach CDFs in CLIL - Classroom Examples (Primary, Secondary, VET) - Why Linking Cognition and Language Matters

    • Tools & Strategies for Cognitive and Cultural Growth: Scaffolding Techniques Aligned with HOTS - From Rich Input to Rich Processing to Rich Output - Cooperative Learning Routines that Support Thinking - Visual & Multimodal Supports - Identity-Friendly Participation Structures - Task Design Templates

    • Examples by Educational Stage: Primary Education - Secondary Education - Vocational Education & Training (VET)

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