CLIL & Pluriliteracies

I’ve noticed that when we introduce new vocabulary in CLIL, the how matters just as much as the what.

When we start with lists of words, students might memorize them for a while, but often, the meaning doesn’t really stick.

Yet, when new vocabulary appears in context — in a story, a picture, a short video, or a real situation — something changes. The words start to make sense. They connect to what students see, think, and feel.

For example, before I teach words like evaporation or condensation, I might show a cup of hot tea and ask what happens to the steam. Or, in a history lesson, I’ll show an image or tell a short anecdote before giving the key terms.

It’s in that moment of curiosity that the vocabulary finds its place.

Putting words in context from the start doesn’t just build language, it builds understanding. Students see…

In CLIL, the right question does more than check understanding—it builds it.

When we ask students to think, not just answer, we support both content learning and language development.

Instead of asking “What is a habitat?”

Ask: “How would animals adapt if their habitat changed?”

CLIL works best when language and thinking grow together.

What’s your favourite question to spark deeper learning?