Makaleler ve Araştırma Yazıları
The use of digital technology in education is no longer just a nice extra—it’s now part of everyday teaching. For CLIL (Content and Language Integrated Learning) teachers, tech tools can really help students understand tough topics and build language skills at the same time. But like anything in CLIL, it only works when we use it with purpose.
One of the biggest strengths of CLIL (Content and Language Integrated Learning) is that it can work in so many different subjects. But each subject has its own way of thinking and its own special words. So, trying to use the same CLIL plan for every lesson doesn’t really work. Good CLIL means knowing what each subject needs and adjusting your lessons so students understand the ideas and the language.
The CLIL (Content and Language Integrated Learning) approach is slowly but surely gaining more attention around the world, but in Turkey it’s still at an early stage — and not yet common in most classrooms. People here have long understood how important English is. Parents, teachers, and policymakers all know that learning English well can open doors to university, international jobs, and cultural exchange. But the reality is that years of traditional English classes often don’t give students enough confidence to actually use the language. This is where CLIL could make a real difference.
Introducing CLIL (Content and Language Integrated Learning) in primary schools is one of the best ways to help children grow into curious, confident learners. At this age, kids are like sponges—they’re open to new languages and not afraid to use them. When language is part of real, hands-on learning, it doesn’t feel like extra work. It feels natural.
Assessment in CLIL (Content and Language Integrated Learning) classes is one of the trickiest parts to get right—and often the most misunderstood. Unlike regular lessons where you check content and language separately, CLIL asks teachers to look at both together. How well does a student understand the topic? And how well can they share that understanding in another language? It’s not always simple, but it can lead to more meaningful ways of seeing what students can really do.
As more schools around the world turn to CLIL (Content and Language Integrated Learning), one thing becomes clear: it takes a special kind of teacher to make it work. CLIL isn’t just about teaching a subject in English (or any other foreign language). It’s about guiding students through content and language at the same time—a balancing act that calls for unique skills and lots of support.
One of the biggest reasons teachers and schools turn to CLIL (Content and Language Integrated Learning) is simple: it makes students want to learn. So often, traditional language lessons feel dry because they treat language like a puzzle of rules to memorize. But in real life, language is a living tool—it helps us explain, ask questions, work with others. CLIL brings that to the classroom.
In recent years, CLIL (Content and Language Integrated Learning) has become a buzzword among educators who want to make classrooms more dynamic and prepare students for a global world. While this approach has worked well in many bilingual and international schools, bringing it into public schools is a different story—full of both promise and hurdles.
In today’s world of global migration, classrooms are becoming more linguistically and culturally diverse than ever before. One of the biggest challenges schools face is how to give immigrant and refugee students real access to both language and academic learning. CLIL (Content and Language Integrated Learning) offers a promising way forward. It’s not just a method for teaching language; it’s a powerful tool for integration, inclusion, and empowerment.
When we talk about CLIL (Content and Language Integrated Learning), we often focus on the curriculum, teacher training, or classroom activities. But there’s another key ingredient that often gets overlooked: parents. A child’s attitude toward learning, especially through a second language, is shaped not just by teachers but by what happens at home too.