an approach in which a foreign language is used as a tool in the learning of a nonlanguage subject in which both language and the subject have a joint role

(Main) language used in the home. Sometimes referred to as 'primary' or first language.

programmes where most or all of subject content is taught through a second language Common to all models of immersion are key factors: intensity, time and exposure. Immersion programmes are described as early (preschool or start of education at 5- 6), delayed (8- 14 years old) or late (14+ and adults)

the language abilities which a learner needs in order to be able to use a language for learning in a given subject, during a subject lesson or using a given subject textbook. Lessons, subjects, textbooks, information technology therefore make language demands on learners. Teachers need knowledge of the language demands in order to support the learning of subject concepts.

the analysis which a subject (or language) teacher makes of the language demands which a subject lesson or textbook etc will make on a class. It is part of lesson planning in CLIL. On the basis of this analysis, a teacher can decide where in a given lesson a learner will need language support.

CLIL covers primary, secondary and tertiary contexts. Learners, rather than students or pupils, describes this age range

usually 50-60% of curriculum subjects taught in target language (regions of Spain, Egypt)

examining something in detail so that it can be understood

the different theories about learning and how languages are learned e.g. the communicative approach

Basic Interpersonal Communicative Skills. Those skills needed for everyday conversational talk. Tasks associated with BICS are usually less demanding. Cognitive processes linked to BICS include: identify specific information, name, match and sort objects into sets.

Cognitive Academic Language Proficiency: the language development for studying curricular subjects. Cummins and other researchers have noted that it takes learners at least five years to attain a level of English suitable for academic school study. The time depends on the learning context as well as the level of previous education and prior learning learners bring with them to CLIL. Language taught and produced is cognitively demanding and often impersonal e.g. listening to lectures on abstract topics, writing essays. Cognitive processes linked to CALP include: identify criteria, justify opinions, form hypotheses and interpret evidence. In short, CALP refers to the language of academic learning

thinking

skills. In addition to thinking skills such as remembering, identifying and defining, examples of those needed for academic study are: reasoning, creative thinking and evaluating. One of the leading researchers in bilingual education, Jim Cummins,states learners in CLIL need to achieve CALP.

Curricular subjects apart from languages can be taught through the target language. These include: Art, Citizenship, Classics, Design Technology, Economics, Environmental Studies, Geography, History, Information Computer Technology (ICT), Literacy, Maths, Music, Physical Education (PE) Philosophy, Politics, Religious Education (RE) Science, Social Science

in CLIL also citizenship and community. Learners in CLIL are encouraged to think of themselves as part of a larger group in society and to respect how others live and learn. Responsibility to self, others and the environment is developed.

the subjects which make up an educational programme. They are taught differently in different contexts and in different cultures.

a type of partial immersion when almost half the curriculum or more is taught in a non-native language.

teaching topics from the curriculum as part of a language course.

(soft CLIL) when topics from the curriculum are presented in language course books or when teachers do cross-curricular work during a language course

the different ways of teaching a subject

when curricular subjects are learned through a non-native language. The subject content is the focus of the language learned.

content, communication, cognition and culture (Coyle, 1999). These are interrelated components of CLIL. Culture is also linked to citizenship and community

Learners are encouraged to produce subject language orally as well as in writing and to participate in meaningful interaction. Peer feedback is valued. One of the main CLIL aims is to increase student talking time (STT) and reduce teacher talking time (TTT).

to tell someone how well they are doing (after a test, or at a certain point in the course)