CLIL & Pluriliteracies

I just listened to this insightful podcast episode on scaffolding: https://youtu.be/nRgZw0ynbS4

It explores how we can support students effectively by offering guidance without doing the work for them and gradually help them take ownership of their learning. Several points really stood out:

• Start with structured support, then gradually withdraw it.

• Tailor scaffolding to each student’s zone of proximal development.

• Scaffolding is dynamic and evolves as learners gain confidence and competence.

I’d love to hear your thoughts:

If you’re here, you probably care about helping your students think, communicate, and learn through language — not just in language lessons, but across subjects. That’s what CLIL and the Pluriliteracies approach are all about.

But let’s be honest — it’s not always easy to get that balance right, is it?

• How do you help your students use language to build understanding, not just to repeat it?

• What is one small thing that has worked for you, or one challenge you’d love to unpack together?

There’s no perfect formula, but sharing our classroom stories is a great place to start.

Good morning,

Thank you again for joining us last night. I hope the panel discussion was helpful and gave you some new ideas, perspectives, and strategies.

🍀What was your biggest takeaway from the discussion?