Speaker
Abstract section 3: Content/method
The presentation will outline the structure of the course and the sequence of activities used to support CLIL-oriented learning. Examples will illustrate how vocabulary preparation, multimedia input, and guided discussion tasks help students explore social issues in English. The session will also describe collaborative proposal activities in which students develop responses to selected issues. Classroom materials and task procedures will be shared to demonstrate how content exploration and communication are integrated in practice.
Abstract section 5: References
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. John Benjamins.
Lyster, R. (2018). Content-based language teaching. Routledge.
Abstract section 1: Relevance
Content and Language Integrated Learning (CLIL) integrates language development with meaningful subject content (Coyle, Hood, & Marsh, 2010). Research on content-based instruction suggests that learners benefit when language is used for purposeful communication while engaging with academic topics (Dalton-Puffer, 2007; Lyster, 2018). In many university language classrooms, however, opportunities for sustained discussion of complex issues remain limited. Social issues provide a useful context for CLIL because they invite analysis, comparison of perspectives, and collaborative problem solving. This presentation introduces a CLIL-oriented course that supports communication and critical thinking through engagement with social issues.
Abstract section 4: Outcomes/results
Participants will gain practical ideas for integrating CLIL principles into university language courses that address social issues. The session will illustrate how vocabulary preparation, multimedia input, and structured discussion tasks can support student engagement with complex topics. Participants will also see how proposal-based activities can encourage collaborative problem solving and extended communication in English. By the end of the session, participants will have examples of classroom activities and task structures that can be adapted for courses that combine language learning with meaningful content.
Abstract section 2: Contribution/research questions
The purpose of this presentation is to share the design and classroom implementation of a CLIL-oriented university course centered on social issues. The session introduces practical strategies for integrating content exploration and English communication through structured discussion, multimedia input, and proposal-based tasks. By examining examples from the course, the presentation aims to show how CLIL can support meaningful communication and encourage students to engage thoughtfully with complex social topics.
| Title | A CLIL Approach to Teaching Social Issues in a University Cl |
|---|---|
| Teaching Context | College and university education |