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Content and Language Integrated Learning (CLIL) Flashcards

6 cards from real TKT practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.

Read the first 6 Content and Language Integrated Learning (CLIL) flashcards as text

  1. What is CALP and how does it relate to CLIL?

    Answer: Cognitive Academic Language Proficiency — the higher-level language needed for academic tasks in CLIL, contrasting with BICS (everyday conversational language)

    CALP (Cummins) refers to the academic language proficiency needed for cognitively demanding tasks — reading scientific texts, writing reports, analysing data — which CLIL specifically aims to develop.

  2. How should a CLIL teacher handle the introduction of new subject-specific vocabulary?

    Answer: Pre-teach key vocabulary before the lesson using visual support, word walls, glossaries, and contextualised examples so learners can access the content

    Pre-teaching key vocabulary with visual, contextual support before CLIL content tasks enables learners to access the subject content without being blocked by unknown technical terms.

  3. What is a 'content objective' in CLIL lesson planning and how does it differ from a language objective?

    Answer: A content objective describes what learners will know or be able to do in relation to the subject; a language objective describes which language items or skills learners will develop through the content tasks

    CLIL lessons require two distinct types of objective: what learners will learn about the subject (content), and what language development will occur through the lesson (language).

  4. What does 'thinking skills' refer to in the context of CLIL and why are they important?

    Answer: The cognitive processes (both lower-order and higher-order) that learners use when engaging with content — such as identifying, classifying, comparing, evaluating, and creating

    Thinking skills in CLIL refer to the range of cognitive processes — from recall and comprehension to analysis, evaluation, and creation — that content tasks should develop alongside language skills.

  5. Why is 'authentic subject content' important in CLIL and what are the potential challenges?

    Answer: Authentic content exposes learners to real-world subject knowledge and academic language, but may present language access challenges that require careful scaffolding

    Authentic subject content provides real intellectual engagement and genuine academic language, but may be linguistically challenging — requiring the teacher to scaffold access carefully.

  6. What is the role of 'intercultural competence' in CLIL?

    Answer: Developing learners' awareness and understanding of different cultural perspectives and values through engagement with content from diverse cultural contexts

    CLIL's Culture dimension aims to develop intercultural competence — helping learners understand different cultural perspectives, values, and ways of organising knowledge through content study.