Workshop overview

So … is CLIL worth the hype? What’s hot and what’s not on the CLIL agenda

WORKSHOP 1 & 2

Name: María Luisa Pérez Cañado
Institution: University of Jaén
Function(s): Full Professor

Learning goal:
This workshop will provide an updated overview of what’s hot and what’s not on the current CLIL agenda in order to weed out the non-issues which should no longer figure on it from the real issues which will continue to shape the future of the field.

ABSTRACT:
Is the current wave of criticism affecting bilingual education substantiated? Are the opinions we read about CLIL in newspapers and social media right to question its adequacy? Are the present political decisions being made on CLIL implementation empirically supported? This workshop will attempt to address these questions by using the OSCE Position Paper as a basis and by fostering discussion, debate, and cooperative group work to debunk some of the most common myths currently plaguing CLIL. 

Building Inclusive Bilingual Schools: Designing Whole-School Solutions for Equity and Diversity

WORKSHOP 1

Name: María Fátima Diago Ortega
Institution: Complutense University of Madrid & IES La Estrella, Spain
Function(s): Associate Professor and Head Bilingual Coordinator

Learning goal:
To equip participants with collaborative strategies to develop inclusive bilingual school policies grounded in equity and the Whole-School Approach. 

ABSTRACT: 
This interactive workshop explores how inclusive values and equitable practices can shape bilingual education across diverse European contexts. Participants will begin by mapping their linguistic and cultural identities, then engage with a real-life CLIL-based case study highlighting barriers to inclusion. In teams, they will co-design key components of an Inclusive Bilingual School Policy—addressing areas such as teacher training, assessment, or family engagement. The session promotes actionable strategies and cross-border collaboration towards more inclusive, equitable, and effective bilingual programs.

Cultivating Five-Star CLIL Education: An Interactive Tour of the Quality Assurance Framework

WORKSHOP 1 & 3

Name: Cindy Kuiper and Kristina Goodnight
Institution: University of Applied Sciences, Utrecht
Function(s): Associate Professor, Multilingualism and Education Research Group (Cindy); Researcher/Lecturer in English Teacher Education (Kristina)

Learning goal:
To equip participants with the skills to use the CLIL quality assurance framework in order to evaluate and further develop their whole-school approaches to CLIL.

ABSTRACT:
Evaluation is essential at any stage of CLIL programme development—both for teachers and other professionals involved in creating a rich, inclusive CLIL programming. A central OSCE goal was to set up a quality assurance framework (QAF). We gathered tools from professional and academic sources and structured them into the QAF, which was validated through partner schools. In this workshop you will have the opportunity to explore the QAF webpages and test out these tools. 

CLIL: Inclusive Innovation or Elitist Experiment

WORKSHOP 2

Name: Kristina Goodnight (Panel Chairperson)
Institution: University of Applied Sciences, Utrecht
Function(s): Researcher/Lecturer in English Teacher Education
Title: CLIL: Inclusive Innovation or Elitist Experiment?

Learning goal:
To provide participants with a forum to examine possible elitism in CLIL education, and to discover good practices for a more inclusive approach.

ABSTRACT:
CLIL sometimes has a reputation of being elitist, with bilingual education being made available only to students headed directly to universities. In this interactive panel discussion you will meet teachers from Belgium, Curaçao and the Netherlands who teach in bilingual programs tailored to students with a variety of ambitions, including vocational education. Come help answer the question of elitism in CLIL, and join in the dialogue about how CLIL can continue to become more inclusive. 

The Learning Landscape: A Resource for Improving Diversity Attention and Learning Guidance in CLIL Classrooms.

WORKSHOP 1 & 3

Name: Encarnación Almazán Ruiz
Institution: University of Jaén
Function(s): Assistant Professor.

Learning goal:
To provide participants with a digital tool that fosters attention to diversity in CLIL instructional design.

ABSTRACT:
This workshop presents a digital tool designed to boost diversity awareness and provide learning guidance: the learning landscape. Based on Bloom’s Taxonomy and the Theory of Multiple Intelligences, it provides adaptable frameworks and resources to tailor instruction for varied learners. The session showcases various examples of learning landscapes to illustrate how digital tools can foster inclusive practices that support all students. Participants will reflect on how focusing on diversity can improve learner autonomy and ensure equitable access to content.

CLIL Close-Up: From Classroom Practice to Teacher Support

WORKSHOP 1 & 3

Name: Dilys Vyncke and Jean-Noël Breney
Institution: Dilys works for the Pedagogical Advisory Service of GO!, which is the Flemish educational network in Belgium and Jean-Noël Breney is a pedagogical adviser for the French educational local (Académie de Grenoble) authorities.
Function(s): For the past 22 years, Dilys has supported schools in modern foreign languages and CLIL as a pedagogical advisor for secondary education. Jean-Noël has been involved in the implementation of CLIL primary classes for the past 15 years and especially the application of CLIL in service training courses.

Learning goals: 
To introduce and train participants in CLIL didactics using the OSCE school guide as a foundation,making it practical and relevant for teachers. 
To inspire and demonstrate that CLIL is both feasible and effective in real classroom settings.
To make up a CLIL common culture based on mutual tools and crossed views from different actors of CLIL.

ABSTRACT:
This interactive workshop focuses on the OSCE guide for school teams and teacher training, particularly regarding CLIL didactics and the whole school approach. Jean-Noël and Dilys draw on their extensive experience in teacher training and their cross-cultural (Flemish/French) perspective to enrich the session. Real-life classroom experiences will be shared, and the specific training needs of CLIL teachers will be highlighted to support high quality CLIL practice across diverse contexts.

Space is More than a Place

WORKSHOP 2

Name: David Marsh
Institution: Royal Society of Arts
Function(s): PhD, Fellow of the Royal Society of Arts

Learning goal:
To recognize that providing quality CLIL for increasingly diverse groups of student may be enhanced through adjusting not only physical environments but also other learning spaces, especially those with a social and psychological dimension.

ABSTRACT:
Learning spaces today go beyond the physical classroom, outdoor settings, or virtual platforms. As the cognitive and emotional orientations of Generations Z and Alpha continue to evolve, educators are re-examining the physical, social, and psychological environments where young people live, think, and learn. This workshop focuses on practical strategies and actionable approaches to enrich the learning experience of today’s CLIL students.

Translanguaging as a pedagogical tool for multilingual learning

WORKSHOP 1 & 3

Name: Esli Struys & Thomas Caira
Institution: Brussels Centre for Language Studies (BCLS), Vrije Universiteit Brussel
Function(s): Full Professor en PhD student

Learning goal:
Participants will get to know the theoretical foundations of translanguaging, recognize this theory in several practical examples, and apply these insights to their own teaching context. 

ABSTRACT:
In this hands-on and inspiring workshop, we explore how translanguaging can find its place within CLIL. Special attention is given to the integration of academic language and the CLIL language, and to the ways in which translanguaging can serve as a pedagogical lever for multilingual learning. Theory and several practical examples are combined to demonstrate how translanguaging can contribute to a richer learning environment within a CLIL context.

Students’ Voices: Measuring CLIL Quality

WORKSHOP 2

Name: Anna Holina
Institution: Tallinn Läänemere Secondary School
Function(s): Teacher

Learning goal:
the workshop participants will become aware of the different ways in which students of different ages can be asked for their feedback on the quality of the CLIL study process.

ABSTRACT:
The workshop introduces participants to various ways in which students in the CLIL classroom can actively provide feedback on their learning process, reflecting on both their ability to cope with studying the academic content and their progress in acquiring the CLIL target language. In addition, the workshop highlights and discusses practical examples of self-assessment tools and feedback worksheets that have been successfully applied with students of different age groups, ranging from young learners in primary school to older students.

Differentiating CLIL the Smart Way: Unlocking Cummins’ Quadrants

WORKSHOP 1 & 3

Name: Anna Golubeva
Institution: Narva College of the University of Tartu
Function(s): Head of the Centre of Multilingual Education

Learning goal:
the workshop participants will differentiate activities based on the Cummins’ Quadrants model and match the activities to the needs of their CLIL students.

ABSTRACT:
The workshop introduces participants to Cummins’ Quadrants model and provides a clear explanation of how it can be applied effectively in the CLIL (Content and Language Integrated Learning) study process. Special attention is given to adapting the model to different student profiles and their specific learning needs. Throughout the workshop, participants will explore how to identify and categorize various teaching activities using the model and practice applying it to achieve both language and content-oriented learning goals.

CLIL and Young Learners in the Grenoble Academy: Effects on Metalinguistic Awareness, Motivation, and Openness to Diversity

WORKSHOP 3

Name: Coralie Payre-Ficout
Institution: Coralie Payre-Ficout teaches applied linguistics to future primary school teachers at the Teacher Training School (Inspé) of the University of Grenoble Alpes. She is a researcher at the Lidilem laboratory, focusing on language teaching and learning among young learners, with a particular interest in bi- and plurilingual approaches.
Function(s): Teacher-researcher at the INSPE of Grenoble. She is involved in both initial and continuing CLIL teacher training.Title: 

Learning goal:
Participants will explore how CLIL and plurilingual activities can be used to foster inclusive, motivating, and culturally responsive learning environments for young learners.

ABSTRACT:
This study, conducted in French elementary schools (ages 7–8), explores the impact of CLIL and plurilingual approaches on children’s metalinguistic awareness, motivation, and openness to linguistic and cultural diversity. Three groups participated: mainstream education, CLIL, and a plurilingual escape game. Tests were developed within the ObRéCo research project to assess these dimensions. To expand the scope, CLIL learners were included. The presentation will outline the CLIL context in France (Grenoble Academy), describe the test structure, and share key findings. Implications for future research and inclusive language education will be discussed.

Title: CLIL in France, Netherlands and Flanders: a heart to heart talk about policy context and implementation, objectives of CLIL, support and professionalisation of teachers and student profile

WORKSHOP 2

Name: Bruno Boddaert, Onno Van Wilgenburg and others
Institution: Bruno works for the Délégation de Région Académique aux Relations Européennes Internationales et à la Coopération and Onno works for 
Function(s): Regional academic delegate for European and international relations and cooperation

Learning goal:
The speakers will critically explore and compare the policy context, objectives, teacher support, and student profiles of CLIL education in France, the Netherlands, and Flanders, in order to identify shared challenges, diverse approaches, and opportunities for cross-border learning and collaboration.

ABSTRACT:
How and when was CLIL introduced in each country? Is CLIL enshrined in law or policy? Is CLIL managed nationally or implemented locally? What are the main objectives of CLIL in each country? Is the emphasis on language acquisition, subject content, inclusion or internationalisation? How are CLIL teachers trained and supported? For which students is CLIL intended? Is CLIL perceived as elitist or inclusive?

Remix, language and CLIL, a practical workshop

WORKSHOP 2 & 3

Name: Peter Sansom
Institution: Maaslandcollege, Oss, The Netherlands
Function(s): Peter is an art teacher, a practicing visual artist and an enthusiastic blogger on all things related to art, language and education: petersansom.wordpress.com  

Learning goal:
The main learning goal is to help learners understand that recycling, reusing and remixing of material and ideas is an integral and valid part of creativity.  In the CLIL classroom language and text are a very appropriate basic material to illustrate how this may work in a variety of creative fields. The activities in this way offer insight in terms of the content and themes of the lesson but also excellent challenges in imagination and creativity in the area of language and language learning.  The workshop will be presented in such a way that the approaches used can be applied in various subject areas.

ABSTRACT:
The term “remix” is difficult to escape in popular culture. Remixes and mashups in the world of music, remakes in the movie industry, reinterpretations in the fashion business and even in architecture you find reappropriations of previous designs.  Literature too has more than its fair share of reworkings of older themes.  You could, in many ways, argue that almost everything in culture is to a degree a remix.

In his workshop, Peter Sansom, will be looking at how some of the ideas from our remix culture can be explored through text and language in the CLIL classroom.  He will be using a range of different approaches that can be applied in a variety of subject areas.

Come prepared for a fun, hands on and above all, active session.  Peter will bring the glue, the scissors and the text. Participants need to bring an open-mind, a little creativity and a good mood!

TO DO!

• Workshop 14
• Workshop 15
• Workshop 16
• Workshop 17