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Für CLIL Rookies

Falls Sie bisher noch nicht clillen, empfehlen wir folgende Sessions, um sich allgemeineren CLIL Themen zu widmen:

  • Aleksandra Zaparucha in Sub-Plenary 4 The CLIL Wheel und ihr folgender Workshop 4 Planning a lesson with the CLIL Wheel in mind.
  • Chris Mellor in Sub-Plenary 8 Encouraging active student participation und sein Workshop 12 Designing CLIL tasks and materials.

Abstracts & Biographies

BAG CLIL

Sub Plenary 7, Freitag 10:00-10:45

Christian Armbruster

Armbruster 2015 Foto

Christian Armbruster was starting the first „Englisch class“ 

at the HTL1 in Linz/A, teaching sequences of technical lectures in English.  Later on, in his function of the Headmaster he was creating and supporting a pro-English atmosphere with many ideas, concepts and fun! 

 

FUNtastic CLIL 

This best practice worksheet „Euro-bills“ starts with the invitation to the students to present their wallets and check their paper money. What is shown on the front and back sides? What are the names of the architectural styles they can recognize? Who was the designer? 

Elma Mulic

Mulic Foto

Lesson on electromagnetic waves by Elma Mulic. 
This work package focuses on the topic of „Electromagnetic Waves“ within a Content and Language Integrated Learning (CLIL) framework. Students will engage in activities aimed at activating prior knowledge about electromagnetic waves, improving listening comprehension, and familiarizing themselves with technical vocabulary. Additional tasks include translating physical phenomena such as the mirage (fata morgana) and working with technical texts on fiber optics. A crossword puzzle is designed to reinforce their understanding of key terminology in a fun and interactive way (lesson created with KIK4CLIL).

Judith Schreibmüller

Schreibmueller Foto

Judith Schreibmüller is a business economist and economics educator who teaches the subjects of Economics and Law as well as IT Projects at Linz Technical College. She has extensive experience in the use of CLIL (Content and Language Integrated Learning) in economic and legal subjects. At her school, she enables students to take the final exam in Economics and Law in English. 

Her best-practice example focuses on the effects of current political and economic events on stock prices. The goal of this project is to enhance financial literacy among young people by helping them develop a better understanding of economic interrelations and learn how to analyze political and economic events in relation to the financial market. At the same time, the use of English is promoted in this specific economic context. 

Phil Ball

Phil Ball 4

Phil Ball is based in San Sebastián in Spain. He is the co-author of the book ‘Putting CLIL into Practice’ (OUP 2016) and his CLIL textbook series ‘Subject Projects’was nominated for the ELTONS Innovation Award in London. He is module leader on the MA CLIL degree for NILE in England and his work has included consultancy projects in Slovakia, Brazil, the Czech Republic, Austria, Japan and Qatar. 

 He designed the ‘CLIL Essentials’online course for the British Council. He has also worked with vocational teachers at PH Wien and teaches on the OTA masterclasses at Oxford University.

Sub-plenary 2, Thursday

CLIL: The 4 Dimensions of Content 

 This talk will illustrate the notion of the four dimensions of content in CLIL, namely conceptual, procedural, linguistic and attitudinal. They may simply be the four dimensions of education, particularly where teachers are working in a competence-based framework, but an awareness of them helps both teachers and learners cope better with the demands of learning complex content in a foreign language.  

 Although these four elements of content are always present – because there is always language, there are always concepts, there is always a procedure and the learners will always have an attitude towards the content, teachers can think of their lessons as four-dimensional and then ‘adjust the volume’ of a task according to which dimension is most prominent, at any given time.  This helps CLIL teachers consider the nature of ‚content‘ – namely what it is, how it behaves, and how it can be supported methodologically.   

Workshop 2, Thursday

Making key language visible 

We know the impact that language has on cognition and learning, but subject teachers working in CLIL cannot be expected to devote too much time to the analysis and explanation of the language of their subject. Nevertheless, they can be encouraged to implement what Rod Bolitho calls ‘a language-sensitive approach’ where key elements of the particular subject discourse can first be identified and then made more salient to the students.  

This practical workshop will demonstrate various ways in which this more supportive approach can be applied, both in the design of didactic materials and the methods used to teach them.   

Patrick de Boer

DeBoer

Patrick de Boer is mathematics teacher and teacher trainer with over 15 years of experience teaching in bilingual secondary education. He trains CLIL teachers on a regular basis in the Netherlands and shares his practical point of view on CLIL as much as he can. 

Sub-plenary 3, Thursday

The CLIL Roadmap: A step-by-step approach to CLIL 

In The Netherlands there is no curriculum when it comes to CLIL teacher training, despite the continuous need to train new CLIL teachers. During this sub-plenary, Patrick de Boer will discuss his take on training teachers step-by-step. What essential topics should be part of any CLIL training? How are they connected? And what can be done with this in the classroom? These questions will be answered during this talk. 

Workshop 3, Thursday

CLIL & Mathematics: A practical approach 

Mathematics is primarily about numbers, but there is still a lot of language involved. As is the case with other more number-orientated subjects like science, physics and chemistry. But that does not mean that CLIL is hard to do. Patrick de Boer shares his experiences as a CLIL mathematics teachers with more than 15 years of experience during this hands-on workshop. Make sure to bring paper and pen, because you will have to participate and experience all of the activities you can use in your lessons as well! 

Gill Cooke

Gill Cooke

Gill Cooke is an experienced teacher, teacher trainer and materials writer. She has taught in CLIL contexts in Colombia and Ireland, has worked with Cambridge English on the Teaching Knowledge Test (TKT) modules including TKT CLIL. She currently works in Dublin with Europass Teacher Academy. She facilitates a variety of Erasmus+ courses for European teachers focusing on CLIL methodology and practice.

Sub-plenary 6, Friday

Empowering Teachers with AI: A CLIL Integration Project

This workshop showcases the development and implementation of an AI-enhanced CLIL Platform, currently being developed for vocational education settings. The platform’s initial focus is on vocational contexts, but its design suggests broader applicability across educational areas where CLIL is practiced, such as secondary and higher education. The platform is co-funded by the ERASMUs+ program and will be accessible to all.
Aimed at supporting non-native speakers and migrant students, the platform features tools like a Language Text Converter, CLIL Activities Generator, and a CLIL Lesson Converter to adapt complex materials, enhancing accessibility and engagement. During the workshop we will outline the platform’s features, development stages, and the methodology for upcoming pilot tests in Italian vocational classrooms.
The platform is designed to make learning materials more accessible for non-native speakers and migrant students while also helping teachers – who are often pressed for time – create CLIL-friendly content quickly and efficiently. By integrating AI, the project simplifies the lesson creation process, enabling educators to focus more on student engagement and improving learning outcomes.

Bernhard Löffler

Bernhard Löffler

Bernhard Löffler has been teaching at a commercial college in Vienna since 2006. His main subjects are Business Studies, Economics, International Business and International Marketing with a CLIL focus in all of his courses. With five years of work experience as a brand manager and as an advertising consultant, he also works as a senior lecturer at the WU Wien and has a passion for foreign languages, travelling, sports and arts. 

Workshop 10, Friday

Teaching Business English

The language of international business is English and CLIL has become a requirement for Austrian schools such as HAK, HTL, HUM, etc. 

Having gained substantial experience in teaching a variety of courses in English, both at school as well as at university, I have been digging deeper into the field of CLIL over years. Using CLIL enables me to live my passion for foreign language/s (teaching) and link it with making young people familiar with the world of businesses. 

I will outline how various business studies topics can be taught using CLIL 

  • Foundations of International Business Activities (BW II. Jg.) linked with International Business Activities (BW IV. Jg.) 
  • Management: Entrepreneurship, Strategic and Operative Planning (BW III. Jg.) 

Amanda McLoughlin

McLoughlin

Amanda McLoughlinis an experienced teacher, teacher trainer and materials writer. She has written CLIL textbooks for many different teaching contexts and has written CLIL and EFL teacher training courses for primary and secondary teachers. In addition, she has made many conference presentations at national and international ELT conferences. 

 

Sub-Plenary 1, Thursday

Question techniques that will help students dive deeper

How many of the questions you ask in class are simple, lower-order, information recall questions, and how many actually help the learners deepen their understanding? How often do you find your students, when faced with a tricky, more complex question, are unable to generate really well thought-through answers that show their learning? Maybe it’s not the questions themselves that are the problem, but rather the techniques you are using when you ask them. Questions can be a powerful, student-centred teaching tool when they are correctly framed, but can fall flat when they are not. In this talk we’ll be looking at some techniques you can use to help make sure you are maximising the potential of the questions you ask in your lessons, and thus maximising the learning for your learners. 

Workshop 1, Thursday

Thinking can be fun; games that promote critical thinking

Engagement and motivation are essential if we want learning to take place. Learners need to feel challenged in order to feel engaged. And challenge can increase motivation too. In this session we’ll look at some simple yet effective ways to provide challenge through critical thinking activities, suitable for all ages and subjects! Come prepared to participate and to share some of your own activities!

Chris Mellor

Chris Mellor has spent 30 years in the field of business English skills training, working across the Central- and Eastern European region. He co-founded a ‘boutique’ training company in Budapest in 2000, dedicated to providing innovative, customised language and soft skills training solutions to the top management of multinational and domestic private enterprises, governmental organisations and ministries. He is also joint owner of GOXM Training & Consulting, a premium business English and skills training consultancy based in North Yorkshire, delivering sector-specific study trips and a unique coaching programme for executive clients combining opportunities to share and explore best practice, and promote international business relations with native speaker professional counterparts.  

He has been involved in delivering a number of CLIL teacher development programmes for the Hochschule für Agrar- und Umweltpädagogik since 2019.  

 

Sub-Plenary 8, Friday

Designing CLIL tasks and materials

This practical workshop will take as its principal focus integrating content and language effectively into the development of CLIL tasks and materials. We will go on a journey together to: 

  •         seek and explore the sources of inspiration all around us
  •         actively get started in creating our tasks and materials, and defeat the blank monitor screen staring back at us
  •         establish the content and language objectives and output of the tasks
  •         identify the key language knowledge and skills students require to maximise the benefits of CLIL
  •         collaborate with other CLIL content teachers to create interdisciplinary materials and projects
  •         design tasks and materials which can work with a both CLIL content and CLIL language focus

and all without losing sight of the fact that our time is very precious indeed.     

Workshop 12, Friday

Encouraging active student participation

This session will take a skills-based approach to explore how drawing on students’ personal experiences and interests can create topical, inspiring, authentic and meaningful interdisciplinary tasks and projects, and how promoting curiosity and collaboration, communication and creativity, critical thinking and real-world problem solving can promote student engagement and response-ability, and actively encourage students to find their own unique voice. 

Felizitas Moll

Moll

Felizitas Moll is a nutrition scientist and teacher of nutrition and English at HLW Tulln. Since taking a CLIL course with Keith Kelly in 2016, she has CLILed many of her nutrition and food technology classes and just can’t stop. She is also CLIL coordinator at her school, offering support to fellow teachers in developing CLIL materials, and teacher trainer at PH NÖ. She has provided CLIL material for the CEBS website and the new handbook for the implementation of CLIL in HUM schools. 

Workshop 8, Friday

CLIL @ HUM

In this workshop we will explore the new guidelines of teaching CLIL in HUM schools, discussing the legal framework and the implementation in different school types. We will collect ideas for developing CLIL tasks and lesson plans in various HUM subjects and address some of the challenges, such as finding appropriate literature (digital and print media) and striving for fair assessment. Possible CLIL-projects and PR-activities at school will also be discussed. 

This practical workshop will focus on feasibility in the classroom and beyond. We welcome both CLIL-newbies and advanced CLIL teachers! 

Forstschule Bruck

HBLA für Forstwirtschaft
Wolfgang Hintsteiner: Bauwesen und alpine Naturgefahren, Betriebswirtschaft und Rechnungswesen
Martin Kugler: Waldbau, Waldökologie, Projekt und Qualitätsmanagement
Cornelia Petschauer: Betriebswirtschaft und Rechnungswesen
Alexandra Sieber: Englisch, Bewegung und Sport, CLIL-Koordinatorin

Workshop 11, Friday

HBLA für Fortwirtschaft

In this interactive workshop, participants will learn to view and describe the forest from different perspectives. The focus is on the intersection between forestry education and English language teaching. The innovative approach lies in the idea that similar exercises across different subject areas will create a connected and optimal learning effect. These exercises are possible because in almost every field of study, it is necessary to describe and interpret forests. The workshop includes the following key areas:
  1. Overview of the Training Content: First, an overview of the key content in forestry education at the school will be provided, with a particular focus on the subject areas that are important for future lessons and practical work.
  2. Interactive Forest Description: In a hands-on exercise, participants will describe and interpret a forest. The focus will be on how non-forestry professionals perceive the forest.
  3. How Do Forestry Students See the Forest?: The perspective of forestry students will be reflected upon: What do they know about the forest? What technical knowledge and understanding do they bring with them?
  4. New Approaches in Teaching: Finally, the workshop will explore ways in which these different perspectives can be used in subject-specific teaching to develop more creative and interdisciplinary learning approaches, and how these can be integrated into English language instruction.

Andrea Pichler-Wallace

AndreaPichlerWallace

Andrea Pichler-Wallace is a teacher at the Technical College for Chemistry in Vienna, specializing in Molecular Biology and Genetics. In addition to teaching theoretical content, she also leads practical laboratory courses. Having conducted research in the U.S. for nine years, she is passionate about inspiring enthusiasm for science and incorporating language learning into her teaching. Andrea has been a member of the CLIL BAG from the beginning and currently serves as the coordinator for CLIL in Vienna (ZLA-HTLs). 

Workshop 5, Friday

From Theory to Practice: CLIL in the Laboratory 

n a laboratory, students can apply both content knowledge and language skills in a practical, real-world setting. The hands-on experience reinforces scientific concepts while also naturally integrating vocabulary, technical terms, and functional language. It 

requires students to engage in group discussions, share observations, and give instructions. This increases their opportunities to use the target language in meaningful, authentic communication, helping to solidify language skills. 

The main focus of this workshop is to present strategies for integrating CLIL teaching in a laboratory/workshop setting.  

William Maurice Sprague

Sprague

William Maurice Sprague has been an English instructor at the HTBLuVA Salzburg since 2011. He is currently the CLIL Coordinator for Salzburger Land, head of the BAG CLIL KIK4CLIL (Künstliche Intelligenz-Kompetenzen for CLIL) Project, and initiator of Projekt Helikon, a CLIL-focused LLM platform currently being developed to service HTLs throughout Austria.  

Workshop 9, Friday

Applied AI: Theoretical, Methodological and Practical Approaches for CLIL 

This workshop focuses on utilizing large language models to create custom lesson plans that incorporate the theoretical and methodological approaches of the CLIL Matrix, the CLIL 4C Method, and CLIL 5E model. A brief introduction and explication of each approach will be accompanied by hands-on application using a large language model to create a robust conceptual framework for lesson planning for the CLIL classroom. Custom-engineered training prompts and user prompts for lesson planning, as well as a brief selection of useful training prompts for creating classroom exercises will also be provided. This is a hands-on and productive workshop designed to increase productivity and streamline lesson creation for CLIL instructors.  

Aleksandra Zaparucha

Aleksandra Zaparucha

Aleksandra is a Geography and English teacher from Poland, currently based in the UK. She has 35 years of experience in Geography and EFL teaching, teacher training, translating, examining and materials writing. This includes over 20 years of engagement in CLIL Matters. In this role, she has worked in various European and Asian countries.   

Sub-Plenary 4, Thursday

The CLIL Wheel

CLIL has been around for decades, so it might be time to review its methodology. The traditional approach to CLIL, proposed by Coyle, Hood and Marsh (2010), revolves around the 4Cs: Content, Communication, Cognition and Culture. However, a more recent proposal by Ball, Clegg and Kelly (2015) refers to the 10 CLIL Parameters. This sub-plenary talk will offer a merger of those two approaches in the CLIL Wheel. It combines three CLIL ‘Cs’ – Content, Communication and Cognition with the appropriate parameters, leaving the fourth ‘C’ for Culture as the outside ring of the CLIL Wheel. In this way, the CLIL Wheel offers practical guidance to all those who have already started experimenting with CLIL and those thinking about it.   

Workshop 4, Thursday

Planning a lesson with the CLIL Wheel in mind 

This workshop will put the CLIL Wheel presented in the sub-plenary to test while working on a lesson based on ready materials from one of many online educational platforms. To work well in a CLIL setting, the lesson’s three stages, (1) Engage and Explore, (2) Explain and Elaborate, and (3) Evaluate, would require additional support. This support might include pre-teaching vocabulary, scaffolding writing, adding student-student interaction and supporting note-taking, just to name a few. By the end of the session, it is hoped the participants will understand how CLIL parameters work in practice.            

Thomas Ziegelwagner

Ziegelwagner

Thomas Ziegelwagner, studied English and history at the University of Vienna, Austria, and later, political education at the Donau-Universität Krems, Austria. He has a Master’s degree in English and History and holds an MSc in Political Education. He has been teaching for more than 20 years, mostly in BHAK St Poelten, Austria (an upper secondary business college for students aged between 14 and 19); and since 2022 at the Centre for Business Languages and Intercultural Communication at the Johannes Kepler University, Linz, Austria. He is interested in teacher training, teaching English as a working language and in CLIL. He has recently got involved in e-learning and in facilitating the online learning process. 

Workshop 6, Friday

Practical ideas for teaching (History) CLIL

he workshop will show by what means you can develop a CLIL lesson in a useful didactical way by giving examples on how to start a lesson, how to develop content knowledge, and how to apply the knowledge practically and creatively. It will also focus on ways to incorporate language features (vocabulary, useful phrases, grammar) into a CLIL lesson, and finally, on how to make sure students can retain certain aspects in the longer term. Content-wise the workshop will mostly show examples from CLIL history lessons and include different tasks based on texts, pictures, short videos, and songs. 

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