Week4
Content and language integrated learning (CLIL)
Dr. Dario Luis Banegas
experience
¿Cuál es la capital de…?
La capital es...
experience
Content-driven CLIL
Language-driven CLIL
"a dual-focused approach in which an additional language is used for the learning and teaching of both content and language’ (Coyle et al., 2010, p. 1)
QUICK overview
COGNITIVE DISCOURSE FUNCTIONS (CDFs)
CONTENT COMMUNICATION COGNITION CULTURE
CDFs
Overview of CDFs and example member verbs, based on Dalton-Puffer (Citation2013), with revision of CDF categorise in line with Dalton-Puffer and Bauer-Marschallinger (2019) and Evnitskaya and Dalton-Puffer (2023)
GOALS
CLIL Lesson planning
Content: To raise awareness of South American countries. Language: - To list the names of countries and capitals in South America. - To use the present simple tense to ask and answer about countries and capitals.
Language awareness
pluriliteracies for deeper learning
PLAN
wrap up
warm up
a...
a2
a1
Exit ticket
New content & language
New content & language
Familiar content & language
Elicitation
EXIT TICKET
focus on languaging
focus on meaning
holistic learning
Thanks!
References
Banegas, D. L., & Mearns, T. (2023). The Language Quadriptych in content and language integrated learning: findings from a collaborative action research study. Journal of Multilingual and Multicultural Development, 1–16. https://doi.org/10.1080/01434632.2023.2281393 Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Cambridge University Press. Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies for deeper learning. Cambridge University Press. Dalton-Puffer, C. (2016). Cognitive discourse functions: Specifying an integrative construct. In T. Nikula, E. Dafouz, P. Moore, & U. Smit (Eds.), Conceptualising integration in CLIL and multilingual education (pp. 29–54). Multilingual Matters.
Dalton-Puffer, C., & Bauer-Marschallinger, S. (2019). Cognitive discourse functions meet historical competences: Towards an integrated pedagogy in CLIL history education. Journal of Immersion and Content-Based Language Education, 7(1), 30–60. https://doi.org/10.1075/jicb.17017.dal
1. Ability to engage with disciplinary literacies. 2. Ability to transfer knowledge across learning events/experiences/episodes. (Coyle & Meyer, 2021)
CLIL Lecture (2025)
dariobanegas
Created on September 18, 2025
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Transcript
Week4
Content and language integrated learning (CLIL)
Dr. Dario Luis Banegas
experience
¿Cuál es la capital de…?
La capital es...
experience
Content-driven CLIL
Language-driven CLIL
"a dual-focused approach in which an additional language is used for the learning and teaching of both content and language’ (Coyle et al., 2010, p. 1)
QUICK overview
COGNITIVE DISCOURSE FUNCTIONS (CDFs)
CONTENT COMMUNICATION COGNITION CULTURE
CDFs
Overview of CDFs and example member verbs, based on Dalton-Puffer (Citation2013), with revision of CDF categorise in line with Dalton-Puffer and Bauer-Marschallinger (2019) and Evnitskaya and Dalton-Puffer (2023)
GOALS
CLIL Lesson planning
Content: To raise awareness of South American countries. Language: - To list the names of countries and capitals in South America. - To use the present simple tense to ask and answer about countries and capitals.
Language awareness
pluriliteracies for deeper learning
PLAN
wrap up
warm up
a...
a2
a1
Exit ticket
New content & language
New content & language
Familiar content & language
Elicitation
EXIT TICKET
focus on languaging
focus on meaning
holistic learning
Thanks!
References
Banegas, D. L., & Mearns, T. (2023). The Language Quadriptych in content and language integrated learning: findings from a collaborative action research study. Journal of Multilingual and Multicultural Development, 1–16. https://doi.org/10.1080/01434632.2023.2281393 Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Cambridge University Press. Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies for deeper learning. Cambridge University Press. Dalton-Puffer, C. (2016). Cognitive discourse functions: Specifying an integrative construct. In T. Nikula, E. Dafouz, P. Moore, & U. Smit (Eds.), Conceptualising integration in CLIL and multilingual education (pp. 29–54). Multilingual Matters. Dalton-Puffer, C., & Bauer-Marschallinger, S. (2019). Cognitive discourse functions meet historical competences: Towards an integrated pedagogy in CLIL history education. Journal of Immersion and Content-Based Language Education, 7(1), 30–60. https://doi.org/10.1075/jicb.17017.dal
1. Ability to engage with disciplinary literacies. 2. Ability to transfer knowledge across learning events/experiences/episodes. (Coyle & Meyer, 2021)