READING 5: Managing CLIL Programming

READING 5: Managing CLIL Programming

By Peeter Mehisto

It is not easy to develop correctly a CLIL unit. Because of that we have to be open minded and take profit of all the materials that schools’ can offer.

Planning a CLIL unit means to have a big amount of changes during the year, not only the teacher has to change, but also the whole school. Moreover, it is important to have a good knowledge about CLIL and to exchange information with other schools which use this methodology.

Some parents and people involved are worried about the consequences that could have CLIL methodology. But it’s important to emphasize that CLIL will not affect the mother tongue of CLIL students and also that CLIL students achieve the same objectives as this ones who learn in their mother tongue. Besides, thanks to scaffolding, all students can achieve the goals, not only gifted students.

Before starting a CLIL programme it is important to ensure that there are enough students, there is enough space, classrooms are large enough, there are enough qualified teachers and a pool of qualified potential CLIL teachers.

Moreover, school needs to be prepared for receiving many visitors, sharing the experience, releasing teachers for professional development, helping parents and students to develop realistic expectation, ensuring that strategies are in place to support students in difficulty and purchasing new learning materials.

There are 4 methods for admitting students to a CLIL programme: first come, first served; a lottery; choosing students with the highest grades; and testing. The most used is first come, first served because it is less elitist. Schools usually offer some presentations for parents and students in order to allow them to know what their children will do in this programme.

When the CLIL programme starts it is important to maintain the school as a whole and not to create a two-schools-in-one phenomenon. What it means is that CLIL has to be integrated in the school. Because of that CLIL programme and non CLIL programme should be represented equally in all the events related to the school.

Finally it is important that the teachers have some skills, like having a good command of the CLIL language, having subject area qualifications and being flexible, hardworking and a team player. Because of that schools should sign up teachers who are aware of how to develop CLIL methodology.