THE CLIL TEACHERS COMPETENCES GRID

Pat Bertaux, Carmel Mary Coonan, Mara Jess Frigols-Martn, Peeter Mehisto

The following grid aims to map competences that can support the development of a rich CLIL learning environment in a wide variety of contexts. These competences need to be further situated in the context of best practice in education in general. Moreover, the local context where CLIL is being implemented will place
its own demands on teachers. Taking these aspects into account, the grid is intended to serve as a framework for developing pre-service and / or professional
development training courses for CLIL teachers.
The grid is divided into two sections: a) underpinning CLIL; b) setting CLIL in motion. The rst section is primarily focused on the competences and stakeholder relationships that are essential to laying the foundation for establishing and maintaining a CLIL programme. The second focuses on the competences and
stakeholder relationships which are important to CLIL implementation.

UNDERPINNING CLIL
AREAS OF
COMPETENCE
Programme
parameters

COMPETENCES
Defining CLIL

INDICATORS OF COMPETENCE

Adopting an approach
to CLIL

CLIL Policy /...

Adapting CLIL to the

local context

Integrating CLIL into the

curriculum

Can explain how CLIL is related to and differs from other language and content learning approaches
Can name the various types of CLIL programming options and describe their characteristics
Can articulate the key elements of the CLIL approach
Can describe the benefits of CLIL
Can describe common misconceptions about CLIL
Can describe national and/or regional policies concerning CLIL
Can draw on the experience of others
Can define ways of ensuring programme goals are addressed in a balanced manner
Can identify the type of CLIL best suited to ones context
Can contextualise CLIL teaching with regard to the school curriculum
Can link programme parameters and the needs of a particular class of students
Can identify and engage with CLIL stakeholders, and help stakeholders (students, parents, inspectors, non-CLIL
teachers, etc.) manage expectations with regard to language and content learning targets
Can describe how CLIL links to the national or regional curriculum
Can deliver CLIL according to requirements of educational authorities

P. Bertaux, C.M. Coonan, M.J.Frigols-Martn, P. Mehisto (2010)

AREAS OF
COMPETENCE
CLIL Policy

COMPETENCES
Linking the CLIL programme with school
ethos

INDICATORS OF COMPETENCE

Target language
competences for
teaching CLIL /...

Can articulate how CLIL could be reflected in a schools vision and mission statements, and in planning and public
relations documents
Can foster the integration of the CLIL programme into school life (e.g., resource choices, action research, assemblies
or other school events)
Can represent the interests of the CLIL programme and of the students when participating in school meetings, and
other forms of professional dialogue

Articulating quality
assurance measures for
CLIL

Using Basic
Interpersonal
Communication Skills
(BICS) (Cummins)

Using Cognitive
Academic
Language Proficiency
(CALP) (Cummins)

Using the language of

classroom management

Can use target language in:

- group management
- time management
- classroom noise management
- giving instructions
- managing interaction
- managing co-operative work
- enhancing communication

Using the language of

teaching

Can use own oral language production as a tool for teaching, through varying:
- registers of speech
- cadence
- tone and volume

Can design and apply evaluation and assessment tools (tests, stakeholder surveys, portfolios, rubrics, etc.)
Can interpret data from evaluations, and take related measures for programme improvement
Can communicate using contemporary social registers
Can adjust social and academic registers of communication according to the demands of a given context

Can read subject material and theoretical texts

Can use appropriate subject-specific terminology and syntactic structures
Can conceptualise whilst using the target language

P. Bertaux, C.M. Coonan, M.J.Frigols-Martn, P. Mehisto (2010)

AREAS OF
COMPETENCE
Target language
competences for
teaching CLIL

COMPETENCES
Using the language of
learning activities

INDICATORS OF COMPETENCE

Course development

Designing a course

Can use the target language to:

- explain
- present information
- give instructions
- clarify and check understanding
- check level of perception of difficulty
Can use the following forms of talk (Barnes, Mercer, et al.):
- exploratory
- cumulative
- disputational
- critical
- meta
- presentational
Can adapt course syllabus so that it includes language, content and learning skills outcomes
Can integrate the language and subject curricula so that subject curricula support language learning and vice versa
Can design balanced formative and summative assessment tools measuring uptake in both language and content
Can plan for the incorporation of other CLIL core features and driving principles into course outlines and into lesson
planning, including:
- scaffolding language, content and learning skills development
- continuous growth in language, content and learning skills development
- learner autonomy
- fostering critical and creative thinking
- helping students to link learning from various subjects in the curriculum
- using assessment for improving student learning (learning skills, content and language, as well as cognitive
development)
- fostering of BICS and CALP development
- fostering communication with other target language users
Can select learning materials, structuring them or otherwise adapting them as needed
Can identify and make use of learning environments in addition to the classroom (e.g., discussion forums, study
groups, school grounds, a community centre, the neighbourhood)
Can select the language needed to ensure:
- student comprehension
- rich language and content input
- rich student language and content output
- efficient classroom management
P. Bertaux, C.M. Coonan, M.J.Frigols-Martn, P. Mehisto (2010)

AREAS OF
COMPETENCE

COMPETENCES

Partnerships
in supporting
student learning

Working with others to

enhance student learning

INDICATORS OF COMPETENCE

Building constructive
relationships with students

Can cooperate with parents to support student learning by:

- guiding parents in understanding and using the terminology and concepts of education, so they can better
support their childs learning
- raising awareness about productive and counterproductive strategies used by parents
- learning more about the student
Can cooperate with school managers, educational authorities, and other decision makers
Can express own professional concerns and needs to fellow teachers
Can agree on common teacher training goals with fellow teachers
Can analyse learners needs with fellow teachers
In the case of team- and co-teaching, can develop efficient task-sharing
Can connect with each student personally
Believes in each students capacity to learn and avoids labelling students
Is respectful of diversity
Can create a reassuring and enriching learning environment
Can support individual and differentiated learning
Can engage SEN students
Can adapt materials and strategies to students needs

P. Bertaux, C.M. Coonan, M.J.Frigols-Martn, P. Mehisto (2010)

SETTING CLIL IN MOTION

AREAS OF
COMPETENCE
Integration

Implementation

COMPETENCES

INDICATORS OF COMPETENCE

Merging content,
language and learning
skills into an integrated
approach

Lesson planning

Translating plans into

action

Fostering outcome attainment

Second Language Acquisition (SLA) /...

Knowing second
language attainment
levels

Can guide students in maintaining a multiple focus on content, language, learning skills and critical thinking
Can support language learning in content classes
Can support content learning in language classes
Can integrate content from several subjects and fields of knowledge
Can design tasks that support planned learning outcomes
Can design tasks that involve students using several learning styles
Can find and adapt authentic material which speaks to student interests and learning needs
Can identify and make use of learning environments beyond the classroom in a safe and efficient manner
Can select, design and make judicious use of visual, auditory and multimodal support materials, and realia
Can analyse content in terms of language needs
Can create cross-curricular themes and related activities in cooperation with colleagues
Can provide rich opportunities for linking previous and new knowledge
Can support students in moving from context embedded to context reduced materials (Cummins)
Can provide rich input and experiences, approaching a topic from different perspectives
Can make content and language accessible by helping students to turn their tacit / passive knowledge into explicit
/ active knowledge
Can create opportunities for and support students in researching topics independently and through cooperation
with peers
Can adapt course content to language and subject curricula
Can set and negotiate content, language and learning skills outcomes with students
Can guide students in systematically developing BICS and CALP
Can help students develop meta-cognitive awareness
Can guide students in developing productive cognitive habits
Can help students to harness higher order thinking vis--vis content, language and learning skills
Can forge links with other fields of learning
Can use the Common European Framework for Languages as a self-assessment tool
Can use the CEF as a tool for assessing students level of attainment with colleagues
Can call on the CEF to define language targets in the CLIL class

P. Bertaux, C.M. Coonan, M.J.Frigols-Martn, P. Mehisto (2010)

AREAS OF
COMPETENCE
Second Language Acquisition (SLA)

COMPETENCES
Applying SLA knowledge in lesson preparation

INDICATORS OF COMPETENCE

Applying SLA knowledge in the classroom

Interculturality

Promoting cultural
awareness & interculturality

Can distinguish between language learning and language acquisition and select language input accordingly
Can identify words, terms, idioms and discourse structures that are new for the students in text, audio or audiovisual materials, and support comprehension thereof
Can identify the language components needed by the learners for oral or written comprehension and produce support material
Can identify the language components needed by the learners for complex oral or written production and produce
adapted resources (e.g. vocabulary, sentence and text types)
Can, if necessary, plan prior language learning
Can navigate the following concepts:
- intentional and incidental learning
- intelligibility
- error management & correction
- teacher-speak (teacherese)
- code switching
- code-mixing
Can call on a range of strategies for fostering BICS and CALP development
Can support students in navigating and learning new words, terms, idioms and discourse structures
Can call on a wide repertoire of strategies for supporting students in oral or written production
Can use a wide range of strategies for scaffolding language use so as to produce high quality discourse
Can navigate the concepts of code-switching and translanguaging, and decide if and when to apply them
Can decide whether production errors are linked to language or content
Can use a wide range of language correction strategies with appropriate frequency, ensuring language growth
without demotivating students
Can use strategies such as echoing, modelling, extension, and repetition to support students in their oral production
Can develop a classroom culture where language learning is supported through peers and learner autonomy
Can select and adapt authentic material from different regions or countries
Can articulate key cultural parameters associated with the CLIL language
Can guide students in developing cultural awareness
Can guide students in acting in the right way and saying the right thing in the appropriate context
Can raise learners curiosity about the culture(s) related to the CLIL language
Can help students to move beyond superficial cultural stereotypes and learn about TL country/countries and their
people(s)
Can initiate or support virtual or physical exchanges with students from other regions/countries
P. Bertaux, C.M. Coonan, M.J.Frigols-Martn, P. Mehisto (2010)

AREAS OF
COMPETENCE

COMPETENCES

Learning environment management

Taking into account the

affective side of learning

Can create a safe environment that encourages experimenting with content, language and learning skills

Making the CLIL learning process efficient

Can anticipate, investigate and take into account learner needs regarding content, language and learning skills
Can apply best practice in the following while also maintaining a triple focus on content, language and learning
skills:
- group management ( maintaining a focus on time, task and noise levels, fostering student self-regulation skills)
- giving instructions
- managing interaction (whole class discourse; peer cooperative work)
- enhancing communication (using clarification; checking for understanding; scaffolding; moving beyond one
question one answer; fostering critical and creative thinking; raising metalinguistic awareness; fostering student
autonomy)
- analysis of classroom dynamics and learning process by students
Can consciously create opportunities for incidental learning of content, language and learning skills

INDICATORS OF COMPETENCE

Learner focus in
the CLIL environment

Applying interactive
methodology

Can select learning activities in terms of classroom interaction (learner<->learner, learner<->teacher, teacher<>teacher)
Can support the development of learner autonomy through choice, planning outcomes, identification of scaffolding needs and sources, and formative assessment
Can give students a substantial voice in classroom discourse
Can create rich learning experiences, e.g.:
- group work that involves definition of each group members role
- mid-task analysis of work process and results, scaffolding language and content for interaction and task
completion
- peer enhancement
- tasks for those listening to presentation
- end-of-task assessment of group work processes and results, and using this in planning for next group task
Can draw out current student knowledge, ways of organising knowledge, ways of thinking, and interests, and help
students to learn and use related language

P. Bertaux, C.M. Coonan, M.J.Frigols-Martn, P. Mehisto (2010)

AREAS OF
COMPETENCE
Learning skills
focus in CLIL

COMPETENCES
Having knowledge and
awareness of cognition
and metacognition in
the CLIL environment

INDICATORS OF COMPETENCE

Learning
assessment and
evaluation in CLIL

Knowing about and applying assessment and

evaluation procedures
and tools

Can scaffold learning along a scale from lower order to higher order thinking, e.g., remembering, understanding,
applying, analysing, evaluating, creating (Anderson and Krathwohl)
Can identify, adapt and design materials suited to the students current level of cognitive development
Can identify syntactic structures and other language required for higher order thinking
Can foster higher-order thinking about language, content and learning skills
Can foster thinking about the interrelationships between language, content and learning skills
Can provide frameworks for analysing content from multiple perspectives
Can use an element of content as a springboard for stretching thinking
Can use differences between languages to analyse how two cultures perceive one and the same concept
Can use linguistic similarities and differences to develop metalinguistic awareness
Can engage students in an assessment-for-learning culture including:
- making connections between planned outcomes, learning skills and processes, actual outcomes, planning and
negotiating strategies for future learning
- using self and peer-assessment tools
- maintaining a triple focus on language, content and learning skills
Can distinguish and navigate CLIL-specific characteristics of assessment and evaluation including:
- language for various purposes
- work with authentic materials
- communication with speakers of the CLIL language
- ongoing language growth (being alert to plateauing)
- level of comfort in experimenting with language and content
- progress in achieving planned content, language and learning skills goals
- developing all language skills
- distinguishing content and language errors
- carrying out assessment in the target language
Can prepare students for formal examinations including high-stakes examinations

P. Bertaux, C.M. Coonan, M.J.Frigols-Martn, P. Mehisto (2010)

AREAS OF
COMPETENCE
Lifelong learning
modelling

COMPETENCES
Keeping up with new
developments

INDICATORS OF COMPETENCE

&
Innovative
teaching
and learning
approaches

Using ICT as a teaching

resource

Can continue to evolve in the role of CLIL teacher through:

- working systematically to apply new techniques and improve teaching
- trying out new materials and media
- regular self-assessment of personal professional development needs
- updating knowledge by reading new articles and books on CLIL and pedagogy
- taking continuous professional development courses
- taking part in regional, national or international CLIL networks and / or conferences
Can support colleagues in using innovative methodology
Can promote, and help students to adapt to, innovative learning techniques
Can search for and download authentic material for use in the classroom
Can help students develop media literacy
Can guide students in using ICT in ways that are new for them and that enhance learning
Can guide students in maintaining an appropriate balance between the use of electronic and non-electronic
sources
Can articulate ethical and safety issues surrounding the use of ICT
Can use ICT with learners to establish interregional and /or international exchanges

P. Bertaux, C.M. Coonan, M.J.Frigols-Martn, P. Mehisto (2010)