How to Keep High Content Rigor in CLIL

Content and Language Integrated Instruction (CLIL) provides a challenge for teachers–students may be ready for certain content cognitively but not linguistically in English.

One way this is often approached is to lower the standards for content and language.

But is this really necessary? Perhaps not.

Tan Huynh offers a three step approach to addressing this challenge:

  1. Identify the thinking required (Content)
  2. Identify what ELs can do (Language)
  3. Create can-do opportunities (Content and Language Integrated)

“Instead of having ELs do a different task with a simpler content objective, give ELs a task that helps them do the thinking that the task requires.”

Read more about this process with an example here:


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