Frequently Asked Questions

For Educators

1. If I want to implement CLIL in a school subject, do I have to teach English as well ?

You don’t have to teach English if you want to implement CLIL in a school subject. Teaching a curriculum subject (e.g. Geography, Art, Science) through CLIL is independent from the teaching of English. It is useful for the teacher, however, to be informed of his/her pupils’ prior knowledge in the English language. This will make the teacher’s language-related planning and goal setting easier.

2. Will the implementation of CLIL hinder my pupils’ development in their mother tongue?

No. Teaching a curriculum subject (e.g. Geography, Science, P.E.) through CLIL does not have a negative effect on the pupils’ mother tongue development. This has been shown in a number of studies. It is important to emphasise that CLIL classes are bilingual classes (e.g. Greek and English). For example, important terminology in a subject is taught in both languages.

3. Will the implementation of CLIL hinder my pupils’ development in the content subject?

Teaching a subject (e.g. Geography, Science, P.E) through CLIL does not have anegative impact on the pupils’ development in the content subject.On the contrary,studies have shown that pupils taught through CLIL achieved the same learning outcomes as pupils who were taught through the school language. The content goals of the lesson remain the same as directed by the curriculum for the subject. The teacher does not simplify the content to be taught but keeps it challenging and at the right level according to the Success and Adequacy Indicators while teaching to promote creativity and higher order thinking skills such as analyzing, synthesizing and evaluating.

4. Will all of the lesson be taught in English?

At the initial stages of CLIL implementation, i.e. at the beginning of the school year, the use of English is limited and gradually increases as time passes and at a rate which is suitable to the particular children. Usually, a high percentage of the lesson will take place in English after 2 or 3 months from the beginning of the implementation, whereas by the end of the year the entire lesson can be taught in English.

5. Is it compulsory for teachers to have training in teaching with CLIL?

Α teacher who decides that he/she will implement CLIL in his /her teaching for the first time, has to undergo training in CLIL implementation. Training in CLIL helps teachers to implement it effectively, ensuring positive outcomes. If you have not yet attended CLIL training, please contact the CLIL Coordinating Centre.

6. Can I start implementing CLIL in the middle of the school year?

CLIL implementation should follow a gradual course with systematic implementation and continuity. It is best to start CLIL implementation at the beginning of the school year as you will then have the chance to gradually build content vocabulary and relevant academic language, classroom language, routines and support techniques related to both content and language. This gradual, systematic and continuous process ensures a safe and stable course of progress for your teaching and the pupils’ learning, which ensures the best possible results.

7. Can I implement CLIL only in a few selected Curriculum topics?

Τhe successful implementation of CLIL requires a gradual course of progress and continuity (see question 6). For effective CLIL implementation there needs to be a gradual building of the specific language required for the subject (academic and subject language), the establishment of routines and the development of the necessary classroom language. All of the above constitute basic elements for the development of a safe and supportive learning environment which can facilitate the expected learning outcomes. Key to the successful implementation of CLIL is, therefore, systematic and regular implementation of the approach. Implementing CLIL only in few selected Curriculum topics, and consequently for a limited period of time, although beneficial for the children, will not result in the same benefits which can be gained through sustained CLIL teaching.
Implementation in pre-primary, however, is somewhat different since the CLIL showers can be implemented in different curriculum topics throughout the year. This means that the teacher can choose specific curriculum topics for CLIL as long as CLIL is implemented systematically throughout the school year.

8. Should I get in touch with the CLIL Centre, if I want to implement CLIL?

Yes. The CLIL Centre will help and support you in your first steps of CLIL implementation, providing you with guidelines related to the initial stage of the implementation(e.g. informing the stakeholders, initial activities, introducing CLIL to pupils, etc.). The CLIL Centre can also provide you with educational materials for CLIL, put you in contact with other teachers who implement CLIL so that you can share experiences and ideas and inform you of various training events related to CLIL.

9. Can I experiment with CLIL in an “informal” way (without informing the CLIL Centre, my headteacher, parents, etc.?)

It is not recommended to start implementing CLIL in an “informal” way without infοrming the CLIL Centre and other stakeholders. Communication with the CLIL Centre, relevant CLIL training, informing the headteacher, colleagues, parents and pupils, are important steps that need to be taken so that the best start for your CLIL implementation is ensured. A successful implementation of CLIL is a group effort and the cooperation of the various stakeholders will support and help towards its success.

10. What are the first things I should do so that I can start implementing CLIL in my lessons?

The first step towards implementing CLIL is to contact the CLIL Centre so that you can be offered support and guidance in your new endeavour and discuss the context you currently work in and the prospects it offers for CLIL implementation. You should of course inform the headteacher. At a later stage the pupils and the parents of the pupils who will be taught through CLIL are informed.

The CLIL Centre can help with all the above tasks either through a representative of the Centre who can attend a school staff meeting or parents’ meetings or by providing informative leaflets/flyers for the stakeholders. Furthermore, the CLIL Centre can assist in preparing the implementation by helping the teacher choose the school subject in which CLIL will be implemented.

11. Can I implement CLIL in any curriculum subject?

Yes. You can implement CLIL in any curriculum subject, except for the Greek language lesson and the English language lesson. The CLIL Centre’s experience can be useful in helping you choose the most suitable Curriculum subject for your specific context.

12. Is CLIL implemented only with very capable pupils?

No. CLIL can be implemented with all pupils. The teacher offers help and support at a linguistic and content level so as to help all pupils. The wide range of activities included in CLIL lessons are suitable for all pupils, starting with simple activities and progressing to more complex ones so that the needs of all children are addressed. Furthermore, the enhanced support offered during the lessons both at a linguistic as well as at a content level, help ALL pupils perform better, thus reinforcing their confidence and self-esteem. Our experience in Cyprus, and the feedback we receive from parents, show that pupils become more confident and more willing to try new things while many children show greater interest in the school subject when it is taught through CLIL.

13. Will pupils with Greek as a second/foreign language have difficulty with CLIL?

No. In a CLIL class, where the lesson is taught through the use of an additional language for all pupils, all the pupils start at the same point. The teacher provideslinguistic support through various techniques thus supporting comprehension and communication in the foreign language for all pupils.

For Parents

1. Will learning through CLIL hamper my child’s development in his/her mother tongue?

No. Teaching a curriculum subject (e.g. Geography, Art, Science) through CLIL does not negatively affect the pupils’ mother tongue development. This has been shown in a number of studies. It is important to emphasise that CLIL classes are bilingual classes (Greek and English). For example, important terminology in a subject is taught in both languages.

2. Will the implementation of CLIL hinder my child’s development in the content subject?

Teaching a curriculum subject (e.g. Geography, Science, P.E) through CLIL does not have a negative impact on the pupils’ development in the content subject. On the contrary, many studies have shown that pupils taught through CLIL achieved the same learning outcomes as those achieved by pupils who were taught through the school language (e.g. van de Craen, Ceuleers, and Mondt 2007; Admiraal et al 2006; Japinnen 2005). The content goals of the lesson remain the same as directed by the curriculum for the subject. The teacher does not simplify the content to be taught but keeps it challenging and at the right level according to the Success and Adequacy Indicators while teaching to promote creativity and higher order thinking skills such as analyzing, synthesizing and evaluating.

3. Will all of the lesson be taught in English?

At the initial stages of CLIL implementation, i.e. at the beginning of the school year, the use of English is limited and gradually increases as time passes and at a rate which is suitable to the particular children. Usually, a high percentage of the lesson will take place in English after 2 or 3 months from the beginning of the implementation whereas by the end of the year, the entire lesson can be taught in English.

4. What are the benefits that CLIL can offer my child?

Learning through CLIL has many advantages for pupils. The main advantages can be classified in four categories: a) learning a foreign language, b) learning the subject’s content, c) learning strategies, d) intercultural awareness.
  1. learning a foreign language - Pupils learning through CLIL have the opportunity to understand and use the foreign language in a natural manner, in real communicative situations through a variety of activities. These are factors which are beneficial to learning a foreign language. It is also very important that there is an increase in the time which the children are in contact with the foreign language. It has been proven that children learning through CLIL have much better results as regards the acquisition of the foreign language in comparison to children who are not participating in CLIL classes (e.g. Admiraal, Westhoff, and be Bot 2006; Lasagaster 2008; Lorenzo et al. 2005; Ruizde Zarobe 2008, 201; Zydatib 2007). Moreover, our experience here in Cyprus, through the testimonies of parents and teachers, indicates that children are empowered and their self-confidence, as regards the way they approach the foreign language, is increased.
  2. learning the subject’s content – The enhanced support which is offered to pupils during CLIL classes, assists them in comprehending and consolidating the subject’s content. The carefully structured activities, the enhanced use of visual aids and the particular attention paid to each stage of the lesson helps ALL children succeed in the learning of the subject’s content.
  3. learning strategies – Learning strategies are valuable for children and once they are acquired, they can be employed in the learning of any subject content targeted. Some of the most useful learning strategies which can be acquired by pupils through their CLIL lessons are the following:
    • focused and intense concentration of attention
    • use of a variety of sources and learning tools
    • use of a variety of communication strategies
    • deductive thinking competence
    • stress management and tolerance of ambiguity
    • self-assessment competence
    • information processing techniques
    • self-motivation techniques

  4. intercultural awareness – CLIL creates the opportunity for elements from other cultures to become incorporated in the learning process. According to the specific school subject taught, CLIL can include cultural elements such as resources, learning processes, ways of thinking and expression. These offer children the opportunity to expand their knowledge and their experiences, to become aware of the multiculturalism that surrounds us and treat otherness with respect.

5. My child does not attend private English lessons after school. Will this negatively affect him/her during CLIL lessons?

No. Teaching through CLIL is independent of any private English lessons that pupils may attend outside school. The English language used during CLIL lessons is in accordance with the level of English that pupils attain through the English lessons offered at primary school, based on the National Curriculum for English. Moreover, the comprehension, production and overall use of the English language in CLIL lessons is supported in various ways, such as through extended use of audiovisual aids and experiential activities.