Speakers
Abstract section 1: Relevance
CLIL has gained increasing attention as an approach that integrates language learning with meaningful subject content. The CLIL 4Cs framework (content, communication, cognition, and culture) encourages deeper engagement with real-world topics while supporting communicative language development (Coyle, Hood, & Marsh, 2010; Watanabe et al., 2011). However, many EFL teachers seek practical ways to translate CLIL theory into classroom practice. Thematically grounded units can provide a structured means for integrating language skills, critical thinking, and cultural reflection. Exploring themes such as ancestry and personal history allows students to connect local identity with broader cultural perspectives while using English meaningfully.
Abstract section 5: References
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Watanabe, Y., Ikeda, M., & Izumi, S. (2011). CLIL–New challenges in foreign language education at Sophia University: Volume 1, principles and methodologies.
Abstract section 2: Contribution/research questions
This practice-oriented presentation introduces a CLIL-based lesson sequence centered on the theme of ancestors. The goal is to demonstrate how teachers can design integrated lessons that combine content learning with communicative language use. The session will illustrate how thematic units can help develop language skills, build schema, strengthen learners’ L2 identities, and encourage reflection on cultural perspectives.
Abstract section 4: Outcomes/results
Participants will experience how a thematically-integrated CLIL lesson sequence can be implemented in EFL classrooms through a unit centered on ancestors and identity. The session demonstrates how sequenced activities can develop the four language skills, build schema, and encourage meaningful communication while integrating content,
Abstract section 3: Content/method
The workshop will begin with a brief rationale situating CLIL as an effective pedagogical framework. Participants will then examine a multi-lesson routine focused on the theme of ancestors that includes sequenced activities aligned with the 4Cs. These tasks integrate the four language skills while promoting interactive learning, strategic development, and awareness of the learning process. Additional CLIL-based activities will also be introduced.
| Title | From Ancestors to Identity: A CLIL Lesson in Action |
|---|---|
| Teaching Context | College and university education |