Pre-primary and Primary CLIL
In CLIL, the language of instruction is a foreign language and is rarely used (or not used at
all) in social contexts outside the classroom which limits the extent of non-formal and
informal learning (Budvytyte-Gudiene and Toleikien, 2008). Classrooms form the major,
often the only, context in which learners have opportunities to use the target language. As a
consequence, CLIL increases the opportunities for language learning and practice without
increasing the curriculum time and specialist language teacher time allocated to language
The distinctiveness of CLIL is its integrated approach to content and language
(Lasagabaster, 2008). It integrates content and language by learning a content subject
through the medium of a foreign language and by learning a foreign language through
studying a content-based subject (Ruiz De Zarobe, 2008).
The aim of the project is to assist Pre-primary and Primary school teachers who teach curricular subjects (e.g. Science, Maths, History, Geography, Arts and Crafts, Physical Education, etc.) wholly or partly in English in using up-to-date technology in their teaching. A training kit is to be developed, which includes bite-sized activities. By completing the activities, teachers can learn to use these tools and integrate them into their language classes. They can also watch video clips of experts explaining their use of the tools and discuss their experiences and needs.
The aim of the course is to introduce a range of possibilities within the Pre-primary and Primary curriculum to develop language skills in the younger learner while developing their knowledge base. The participants will also see how published and authentic materials can be adapted for CLIL lessons. In other words, the course aims:
• to familiarize participants with CLIL and increase their understanding of the approach
• to introduce participants to CLIL implementation models and their practical implementation
• to enable participants to design lesson plans and materials suitable for implementing CLIL in their specific context.
During the course, participants are exposed to a range of activity types and resources. This can include the following:
• demonstrations of lessons using CLIL methodology;
• adapting and exploiting materials in the context of Pre-primary and Primary CLIL;
• a focus on Phonics and also the development of language teaching techniques transferable to the Pre-primary and Primary CLIL context (e.g. methods of input etc).
The course includes daily practical sessions on preparing Primary CLIL micro lessons to be used as case studies during the training and promotes the “learn how to learn” methodology and is based on learning by doing and collaborative learning. The methodology includes lectures, presentation of case studies by teachers that have implemented CLIL in their classes, workshops and exercises, and Web tools.
At the completion of the course, participants will have:
• A broader understanding of the core features of the CLIL approach
• Increased awareness of how to teach content subjects in English through different cultural perspectives
• Increased ability to plan, teach and assess learning in CLIL lessons
• Ability to use a range of strategies to support continuous language growth as learners develop content knowledge
• A greater intercultural awareness and its pivotal role in CLIL contexts
• Opportunity for post-course dissemination of good practice to other teachers