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Content and Language Integrated Learning



                        Content             Communication
                 Progression in knowledge  Interaction; language used
                       and skills             to learn
                                  4Cs Model                    Figure 3.1
                       Cognition               Culture
                      Thinking and         Awareness of self   The Elements of CLIL
                     understanding          and the others     (following Coyle et al.,
                                                               2010)


                                      The language of learning



                                             CLIL
                                           linguistic
               The language for learning –                 The language through learning –
                                          progression
                classroom language and                     developing own strategies to
                   professional literacy                   access new language
              Figure 3.2 The Language Triptych (adapted from Coyle et al., 2010, p. 60)


                  could be to calculate and convert units of time. This can be done through
                  a variety of communicative and creative tasks in which pupils develop the
                  skills for calculating and describing time. The content determines the lan-
                  guage that will be used, so the focus will be on time vocabulary (year, month,
                  week, day, hour, second) and useful structures (A minute has 60 seconds). Sev-
                  eralstudiesindicatethat CLILstudentsreach theirlearningtargetsin thecon-
                  tent lessons just as well as those learning the same curriculum material in
                  their L1 (Tedick & Wesely, 2015; Verdev et al., 2023).

                  Communication
                  The emphasis is on developing language skills and using language as a tool
                  for communication while learning content from various subjects. Coyle et al.
                  (2010) proposed the idea of ‘the language triptych’ as a framework for the
                  analysis of language used in a CLIL lesson. The language triptych is com-
                  posed of three types of language: the language of learning, language for
                  learning and the language through learning (Figure 3.2).
                    The languageoflearning refers to the language needed to access concepts
                  and skills in an area of knowledge. This does not only involve the key vo-
                  cabulary related to the topic at hand but also the grammatical patterns and
                  language skills (e.g. explaining, describing, etc.) needed by the learners in
                  the learning process. For example, in a lesson on ‘geometric shapes,’ the lan-


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