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Many of these experiences and discoveries can be taught through the L2
without hindering the learner’s comprehension of concepts.
In the first learning year children are introduced to the foreign language
via topics such as pets, fruits and vegetables, spring flowers and summer
sports. Later on in the CLIL programme the topics can be expanded to
include experiments with water and magnets, observations of weather and
the biological development of the frog or butterfly.
CLIL in the first years emphasises listening and speaking skills, whereas
reading and writing are introduced later in the curriculum.
As teaching through the L2 is a communicative approach to language
acquisition, explicit grammar teaching does not play any role at this
stage.
3.3 Length and type of exposure
Some CLIL research has indicated that CLIL has a relevant impact when the
foreign language is used for at least 25% of a lesson, in one or more
subjects, or in interdisciplinary projects.
The foreign language can be used in different situations, preferably planned
in advance:
• in the same subject, some lessons can be taught in the L2, others in the
mother tongue on the basis of the specific topic, and the kind of mate-
rials and interaction activities available
• some teachers prefer to introduce new concepts in one language and use
the other to revise them later. It is important to define the reason for dif-
ferent strategies and to be aware of different policies in this regard. For
example, the L2 can be used more for receptive skills, both oral and writ-
ten. In the primary school, the foreign language is mainly used for oral
activities.