CLIL - Content and Language Integrated Learning for Secondary School Teachers


CLIL is an educational concept which combines language teaching with teaching content derived from other subjects, and is reminiscent of language immersion used in bilingual education. The CLIL approach is of great benefit to both the teacher and the learners, and is more widely applicable than language immersion, and so is increasingly more appreciated. If a subject teacher is looking for ways for professional development and their English and content knowledge are sufficient, adopting the CLIL approach may be one of the ways to move forward.

Also, the school or educational system may be looking for new, more holistic ways of delivering courses, and for ways of preparing the learners for studying in English at tertiary level or functioning on the international job market. Above all, CLIL appeals to learners as they can feel they get a ‘double bill’ and can see how they benefit from learning language and content combined, rather than in isolation.

The five sessions will look at some elements of theory underpinning CLIL, various aspects of CLIL but they will mainly focus on practical ideas, planning activities, lessons and projects, as well as reflection on their suitability. The input will equip the participants with skills, methods like Task-based Learning (TBL) and model activities that help the teacher implement or develop their own CLIL programme. The course will also look at how teachers can research, select and evaluate materials, and how to build activities around them and turn them into successful lessons. The course will also address some common concerns, including error correction, testing and assessment in CLIL.

Course Objectives:

During the course you will:

  • explore the essence of CLIL and its various manifestations, interpretations and faces
  • learn and explore the best practice and methods for implementing CLIL
  • develop activities, plan lessons and design projects incorporating CLIL
  • research, evaluate, adapt and use authentic materials; create own materials

Programme details

Course structure:

The summer course comprises an introductory session and five content modules delivered over a three-week period.

There will be two live tutor-led interactive workshops each week, as well as a number of engaging asynchronous tasks that you complete in your own time.

We anticipate that most live sessions will be held at around 1pm UK time, but we will also take into account the various time zones of participants and deliver the live workshops at times that are convenient for the majority of participants.

The asynchronous part of your course will allow you and your fellow participants to extend the learning from the live sessions. Typically, this will include follow up quizzes, extra readings and materials. You will also benefit from opportunities to discuss aspects of each session with your peers in pairs and in small groups, allowing you to reflect on how you might tailor the content of each session to your own teaching context. 

We expect you to devote at least 5 hours each week to your course. Outside the scheduled live sessions, you can study at times that are most convenient for you.

Class sizes are kept small to maximise interaction between you and your classmates and tutor in the online forums.


During your two weekly live workshops, you will be expected to participate actively in discussions and exchanges with your tutor and fellow participants. You will be encouraged to continue your discussions through additional online interaction throughout your course.

The first day of your course will begin with an introductory session to introduce you to the structure, expectations, and goals of an Oxford Teachers' Academy course. You then follow a series of five modules over three weeks.

Module 1: CLIL theory and practice

  • introduction to the concept of CLIL and its different models; SWOT analysis
  • CLIL three-way focus: content, linguistic and procedural knowledge
  • analysis of sample lesson plans
  • demonstration lessons – analysis and discussion

Module 2: Different language dimensions of CLIL

  • subject specific grammar and lexis, general academic and peripheral language
  • Basic Interpersonal Communicative Skills (BICS)
  • Cognitive Academic Language Proficiency (CALP)
  • lexical chunking for teaching vocabulary - recognition, retention and production

Module 3: Receptive skills and input

  • helping students understand content and conceptual/thematic objectives
  • extensive, intensive and selective reading or listening; understanding text structure
  • (DARTS) Directed Activities Relating to Texts and principles of critical thinking
  • designing, sharing and evaluating activities to improve receptive skills

 Module 4: Productive skill and output

  • awareness of the range of speaking and writing activities in the CLIL classroom
  • support at different levels (from sentence level to longer utterances/ texts)
  • Task-based Learning (TBL) a possible mode for teaching productive skills
  • dealing with errors

Module 5: Researching, adapting and writing CLIL materials. Course wrap-up

  • relationship between didactic materials and underlying learning theories
  • useful and less useful sources of CLIL materials; making recommendations
  • sharing and evaluating activities and lesson plans
  • plans for the future: publishing, sharing, networking etc. Course evaluation


Oxford Teachers’ Academy courses are certified by the Department for Continuing Education. In order to receive a Certificate of Completion, course participants must submit an Evidence of Learning Journal  which will be evaluated against established criteria. If all criteria are met, participants will receive an electronic Certificate of Completion within six weeks of submitting their journals.

You will also receive a University of Oxford Certificate of Attendance on successful completion of each OTA online summer course.


Description Costs
27 July - 14 August Content and Language Integrated Learning £280.00


The Department is, unfortunately, unable to offer any scholarships or reduction in fees for the Oxford Teachers’ Academy online courses at present.


Hanna Kryszewska


Hanna Kryszewska is a teacher, teacher trainer, trainer of trainers and mentors, author of resource books and course books and senior lecturer at the University of Gdańsk, Poland. She co-wrote: “Options for English” - PWSiP, 1991, “Learner-based Teaching” (OUP, 1992), “Reading on Your Own’ (PWN, 1995), “Towards Teaching”, (Heinemann, 1995), “Stand-by Book”, S. Lindstromberg, Ed. (CUP, 1996), “Observing English Lessons”- A Video Teacher Training Course, and “The Company Words Keep” (DELTA, 2012).Since February 2006, she has been the editor of website magazine ‘Humanising Language.’


Please click on 'Book Now' to reserve a place.

Subject to the availability of places, the closing date is Friday 24 July 2020.

Further course information notes will be emailed to participants shortly before the start of the summer school.

Any queries?

Please contact the Programme Administrator by email at

Level and demands

It is expected that participants will have some experience of teaching English language or teaching in English.

This course is primarily for secondary school teachers.

All participants must speak English to a minimum of a high B2 CEFR level of proficiency.

IT requirements

This programme is delivered online. To participate you must to be familiar with using a computer for purposes such as sending email and searching the Internet. You will also need regular access to the Internet and a computer meeting our recommended minimum computer specification.