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T E A C H I N G THROUGH A FOREIGN LANGUAGE
• CLIL may be implemented in a variety of ways and in very different situations as it encompasses many different forms of teaching. CLIL can refer to the whole year instruction of one or more subjects – such as biology, history or maths – or the teaching of a module on a specific topic, or as part of a regular course( e. g. the French Revolution or air pollution).
• CLIL aims to create an improvement in the second language competence and development of knowledge and skills in the other non-language areas. In order for this to occur, it is necessary to create adequate conditions both from the point of view of organisation and teaching. When CLIL is introduced, some rearrangement of content, language or timing may be necessary.
• In Europe CLIL mostly applies to the teaching of a non-community language such as French in Austria or Spanish in Italy but it can also be used for the teaching of a second language in a bilingual context, e. g. Italian in South-Tyrol.
1.2 Language learning assumptions in CLIL
CLIL is based on sound theoretical premises and has been trialled for a number of years in various locations. The many children that have already experienced CLIL all around Europe have proven the approach nondetrimental and mainly successful as regards both language and content. The main language learning assumptions of CLIL concern quantity and quality of exposure to the foreign language as well as increased motivation to learn.
Quantity of exposure
Research on second language acquisition has shown that considerable exposure to naturally-occurring language is necessary to ensure the achievement of a good level of competence in the L2. Learners need to have access to spontaneous speech, preferably in an interactive context where they can obtain plenty of information on the structure and the functioning