Tteeaacchhiinngg anguage and literature scientific-methodological journal of the ministry

Best Practices for CLIL Implementation. 
To implement CLIL effectively, teachers need to carefully plan and 
design their lessons. Here are some best practices to consider:
Choose appropriate content: The content should be engaging, relevant to students’ lives and interests, and at 
an appropriate level of complexity for their language proficiency.
Incorporate language goals: Teachers should identify specific language goals for each lesson or unit, and make 
sure that students have the necessary language skills to access the content.
Use a variety of materials: Teachers should use a variety of materials such as texts, videos, and hands-on 
activities to help students access and engage with the content.
Provide support: Teachers should provide scaffolding and support to help students understand the content and 
develop their language skills. This might include pre-teaching vocabulary, providing graphic organizers, or offering 
sentence frames.
Assess both content and language: Teachers should assess both students’ content knowledge and language 
skills, using a variety of assessment tools such as written assignments, oral presentations, and quizzes.
Soft CLIL and Hard CLIL are two variations of the CLIL approach. The terms refer to the degree of emphasis 
placed on language and content in the classroom.
Soft CLIL places a greater emphasis on language learning, with the content serving as a vehicle for language 
instruction. The focus is on developing language skills, and the content is often simplified or adapted to match the 
students’ language proficiency level. In Soft CLIL, the teacher is usually a language expert who uses the content 
to teach language, and language is explicitly taught in the lesson.
Hard CLIL places more emphasis on content learning, with the language serving as a means of accessing 
the content. The focus is on acquiring knowledge in the content area, and language development is viewed as a 
by-product of content learning. In Hard CLIL, the teacher is usually a content expert who teaches the content in 
the target language, and language is implicitly taught in the lesson.
Both Soft and Hard CLIL can be effective approaches, depending on the goals of the lesson and the students’ 
needs. Soft CLIL may be more appropriate for students who are at a lower language proficiency level or who need 

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additional language support. Hard CLIL may be more appropriate for students who are already proficient in the 
language and who need to acquire content knowledge in the target language.
It’s important to note that the distinction between Soft and Hard CLIL is not always clear-cut, and teachers may 
use a combination of both approaches in their lessons. Ultimately, the most effective approach will depend on the 
teacher’s expertise, the students’ needs, and the learning objectives of the lesson.