Zum Öffnen des Programms auf das Bild klicken.
Zum Öffnen des Programms auf das Bild klicken.
CLIL verbindet Fachunterricht mit Sprachförderung – und eröffnet neue pädagogische Möglichkeiten. Im Interview mit BildungsTV spricht Doris Wagner vom Bildungsministerium über Chancen,
CLIL ist kein Sprachunterricht – sondern Fachunterricht mit Sprachsensibilität. Im Interview mit BIldungsTV erklärt Andreas Bärnthaler, wie Inhalte so vermittelt werden, dass Sprache nicht zum Stolperstein wird.
Was bedeutet es wirklich, Fachunterricht in einer Fremdsprache zu halten? Der britische CLIL-Experte Keith Kelly spricht im Rahmen der CLILvoc-Fachtagung 2025 über Sprachförderung als zentrales Element des Lernprozesses – und über die Bedeutung von Zugänglichkeit, Visualisierung und gezielter Sprachunterstützung.
Nicht alle Unterlagen können zur Verfügung gestellt werden. Wir bitten dafür um Verständnis. Sofern möglich, werden Materialien laufend ergänzt.
Keith Kelly (keith@anglia-school.info) is based in Plovdiv, Bulgaria where he runs his own language school – Anglia School. He is co-author of the book ‘Putting CLIL into Practice’ (OUP 2016) and various publications for international publishers with a CLIL focus. He coordinated the CLIL versioning of Tigtag CLIL – Twig World, an online platform of educational videos which won an ELTons award for Innovation in Teacher Resources in 2017. Keith is also creator of TrashedWorld, an online resource of videos and supplementary resources for exploring environmental issues through the English language. Keith does consultancy around the world for bilingual education and CLIL and coordinates the FACTWorld website, co-editing the FACT Journal.
Keynote 1, Thursday
Top-Down and Bottom-Up CLIL – providing opportunities and supporting actions
This plenary celebrates the success of Austrian CLIL implementation. The talk describes the stages of CLIL CPD delivery from the initial stages through to the present highlighting successes and challenges along the way.
Factors contributing to the sustainability of the Austrian CLIL programme are also discussed including the management of the programme top-down and bottom-up, focusing on how these two forces working hand in hand provide opportunities for growth and support individual teacher and school initiatives. Other factors discussed are the profile of the content teachers, resources, the learners and school factors.
Finally, the plenary looks ahead and the audience will be asked ‘What next for Austrian CLIL?’
Sub-Plenary 5, Friday
This sub-plenary explores the crucial area of upper primary and lower secondary in the implementation of CLIL. The talk highlights key areas of academic language and curriculum concepts from subjects studied at this age and takes the participants through examples of how CLIL can make the concepts more accessible, the language more salient and with specific procedures ensure the practice of both.
Participants will be asked to consider the role of the English and foreign language curriculum at this school age, and how it can best be engaged with the content teaching to maximise the joined-up nature of the learning experiences of students involved and best prepare these students for more academic CLIL studies later in school.
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
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.
Workshop 10, Friday
A. Zaparucha Workshop On S S Interaction
Effective student-student interaction is essential in a CLIL classroom, as discussing concepts helps deepen understanding. This workshop will focus on practical strategies to promote meaningful student communication through engaging Geography-based activities. Participants will explore 2–3 activity sequences designed to enhance interaction, starting with vocabulary-building exercises, progressing to sentence construction, and culminating in extended spoken or written tasks. These step-by-step approaches will equip participants with practical techniques to encourage active dialogue and collaborative learning in CLIL Geography lessons.
Andreas Bärnthaler teaches at a technical college in Upper Austria. He is co-author of “Top-down and Bottom-up CLIL Teacher Development” (in: International Perspectives on CLIL. Palgrave Macmillan, 2021.) and “Content learning in CLIL. The role of topic and task engagement for successful Content and Language Integrated Learning at upper secondary vocational colleges for agriculture and forestry” (in: TALK in multilingual classrooms. Waxmann, 2023.) Andreas is head of the CLIL department at CEBS and has been among the driving forces behind the implementation of CLIL in technical colleges since 2011.
Keynote 2, Friday
Andreas takes you on his (almost) life-long learning journey to CLIL. Expected stopovers: authenticity, communication, and the option not to be perfect.
Sub Plenary 7, Freitag 10:00-10:45
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?
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 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 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 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 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
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 11, 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
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 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:
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 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!
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
In 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.
Barbara Schweighofer-Maderbacher studied Handelswissenschaften at the Vienna University of Economics and Business. From 2004 to 2007 she worked in Brussels for a Lobbying organization for small and medium sized companies.
She has been teaching at a Commercial College in Vienna for many years. She also oversaw a Cooperation with the Waterford Institute of Technology and der Waterford Chamber of Commerce for Vienna Business School for many years. Today her main subject is International Business with a CLIL focus.
Workshop 7, Friday
CLIL with the focus of International Business
English became the new lingua franca in Europe and International Relations. Therefore, CLIL is important for our students, and we must encourage them to use English also when it comes to business related topics. This workshop will focus on using CLIL in International Business at HAK.
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.
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
The 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.
Weitere Referent:innen folgen.
