a more interactive way of teaching. Curriculums, syllabuses and programs establish what must be learnt, i.e., outcomes. Almost no reference is made to the how we teach, apart from a surprising new reference in LOMCE that considers methodology as part of the curriculum. But CLIL has something to do with methodology, the way / how to teach content. CLIL is more than translating a subject into another language. If any synergy is to be gained, i.e., something more than the sum of teaching English and content one apart from the other, some kind of new strategy is required. It’s a method or approach that combines teaching of content from the curriculum with teaching of a foreign language (Bentley, 2010). An essential element in this new strategy is classroom communication, a dialogic form of pedagogy based on interaction by teacher – pupil and pupil – pupil dialogue. This will render children engagement, learning and understanding. Language is used to learn at the same time that the use of language is learnt. Focus is on content objectives. But at some stages language objectives will have to be taught and used, for example, grammar, use of English and vocabulary. There will be contentobligatory language and content-compatible language. English becomes the language of learning, for learning and so we make language through learning, as shown here (Coyle, Hood, & Marsh, 2010):
Figure 2-1 The Language Triptych. Taken and adapted from (Mehisto, Marsh, & Frigols, 2008) and (Coyle, Hood, & Marsh, 2010)
By language of learning we refer to the language elements required to understand subject concepts. But we will work not a sequence of grammar structures, but the notions and functions of language needed. For example, if we come across a past perfect verb form in a parable, no revision of all past tenses must be done; rather, the idea of finished action in the past with pre-defined phrases that can be used for content. Language for learning refers the type of language use they need to learn, such a descriptions, inference, discussion, etc. Finally, language through learning refers to the fact that there is no understanding without language. In the Secondary stage, I use to reply to those pupils who pretend they have grasped a new concept but are unable to express it in written or oral forms: “If you are not able to say it, you didn’t understand it”. Understanding cannot take place without saying, at least for oneself, i.e., without language. And language benefits from understanding. Both go hand in hand when learning occurs. 9
