SUMMARY: “Enseñar en inglés” (Cuadernos de pedagogía)

Despite the practise of using another language to teach a subject is an old one (e.g. the Romans use the slaves to teach their children philosophy in Greek),  it has been with the LOE in 2.006 when the term CLIL has begun to have more relevance due to the democratization of the languages spoken: all the students who demands to work with it, can do it.

Although the fame of CLIL, there are some doubts about it. One good new is that the trend observed in the classrooms is non traditional; even the teachers who in other subjects teach in traditional way, when they are using CLIL, they innovate and make the lessons more clear because they know that there is a barrier called language.

It’s recommended that the students could go to CLIL lessons if they want to: voluntarily and the age is not a problem. The law says that there has to be a non segregated will to teach in other language subjects not taking in account the level in the foreign language. There are several experiences that prove that the language is not an obstacle during the CLIL lessons.

To choose the subjects to be taught in English, normally, the teachers try to select international contents before than local ones; besides, in some schools they are teaching some units of the subject and no the whole one. To be a good CLIL teacher, this one has to know well the subject to teach, he has to have to has a high level in the L2, he has to have good didactic skills, he has to be a good communicator and, finally, he has to be flexible in the way he takes the subject.

In conclusion, having a good CLIL program guided by good teachers, there is no problem in the age of the students or the level that they have in the L2.

The Content and Language Integrated Learning (CLIL) is a good way to enhance our teaching and the students learning process, making the language more plural.