Language Across the Curriculum

In this lesson, we will explore what Language Across the Curriculum means in CLIL, why it matters, and how teachers can support learners’ language development in every subject.

When we think about school subjects, it is easy to separate them into two groups: language subjects (like English, French, or Spanish) and content subjects (like science, maths, or history). But in reality, all subjects need language. Whether learners are solving maths problems, writing a science report, or discussing history, they are using language to read, write, talk, and think.

This idea is known as Language Across the Curriculum. In the CLIL approach, Language Across the Curriculum plays a central role. CLIL teachers must see language not just as a subject, but as a tool that learners use in every classroom activity.

Learning Outcomes

By the end of this lesson, you will be able to:

explain the concept of Language Across the Curriculum (LAC)
identify the types of language learners need in different subjects
recognise the difference between everyday English and academic English
describe strategies to support learners’ subject-related language development
apply CLIL principles to practical ESL classroom examples

CLIL Lesson 02 – Language Across the Curriculum

Why is Language Across the Curriculum important?

Language is part of every subject.
Maths, science, geography, and history all require reading, writing, listening, and speaking.

Academic language is different from everyday English.
Learners might know basic English (go, play, eat), but they also need subject-specific terms (photosynthesis, revolution, fraction).

Language difficulties can block content learning.
Even if learners understand the subject in their first language, they may struggle to express it in English without support.

Teachers can help learners succeed.
By planning for both content and language, teachers make learning more accessible and meaningful.

What is Language Across the Curriculum (LAC)?

The term CLIL was first popularised in Europe in the 1990s, but the idea of teaching subject content through a second language is much older. Many bilingual education proLanguage Across the Curriculum means that language is not only the responsibility of the English teacher, but also of every subject teacher. Learners use language whenever they study: to read instructions, describe processes, compare results, or present conclusions.

In CLIL, language and subject content are always connected. Learners need subject-specific vocabulary, but also general academic language to carry out tasks like explaining, analysing, or summarising.

Example (ESL Science Class):
Content: learners study the water cycle.
Language: they need subject words (evaporation, condensation, precipitation) and functional language (First…, then…, finally…).grammes in Canada, Spain, and other countries had already shown that learners could develop subject knowledge while learning a language.

Types of Language in CLIL

In CLIL classrooms, learners need different types of language:

Subject-Specific Vocabulary

Words that belong to one subject area.

Science: atom, molecule, experiment
Maths: fraction, equation, multiply
History: revolution, empire, colony

ESL Example: In a history lesson, learners learn colony and empire to describe world history.

General Academic Vocabulary

Words used in many subjects for study tasks.

define, describe, analyse, compare, result, conclusion

ESL Example: In a science lab, learners write: The result of the experiment shows that…

Functional Language

Language used to complete tasks or interact in class.

Predicting: I think it will…
Clarifying: Do you mean…?
Agreeing: I agree because…

ESL Example: In group work, learners use phrases: I think the answer is… What do you think?

Everyday English vs Academic English

Learners often know everyday English but struggle with academic English.

Everyday English: It’s hot today. I like football. She is my friend.
Academic English: The temperature increased rapidly. The data suggests a strong correlation. The revolution changed the political system.

ESL Example: A learner who can say I like rain may need help to write Rainfall is higher in coastal areas than inland.

How CLIL Teachers Support Language Across the Curriculum

Scaffolding Vocabulary

Learners in CLIL lessons often meet new and complex words that are essential for understanding the subject. If the teacher introduces these words in advance and provides support, learners are more confident and successful.

How teachers can scaffold vocabulary:

Create word banks or glossaries with translations or definitions.
Use labelled diagrams so learners connect words with images.
Highlight word families (nation, national, international).
Revisit and recycle key vocabulary in later lessons.

ESL Example: Before a geography lesson on landforms, the teacher gives learners a word list: mountain, valley, plateau, plain. Learners match the words with pictures before reading the main text. This way, when they encounter the terms later, the meaning is clear and the focus can shift to the content.

Supporting Functions

In CLIL, learners don’t only need subject words; they also need functional language—the words and phrases that allow them to perform academic tasks such as describing, predicting, or giving reasons. Without this, learners may know the facts but struggle to explain them.

How teachers can support functions:

Provide sentence starters such as I think…, The reason is…, One difference is…
Show learners model texts (sample reports, paragraphs, or dialogues).
Give writing frames that guide structure. For example: Aim:…, Method:…, Results:…, Conclusion:…

ESL Example: In a science class, learners conduct a simple experiment with ice. Instead of just writing free sentences, they use a writing frame:

Aim: To see what happens when ice is heated.
Method: We placed ice cubes in a pan and applied heat.
Results: The ice melted and became water.
Conclusion: Heat changes solids into liquids.

This structure supports both their science and English learning.

Using Visuals and Graphic Organisers

Some subject concepts are abstract or complex. Visuals make these ideas clearer and more concrete. Graphic organisers also help learners organise their thoughts and language step by step.

How teachers can use visuals and organisers:

Diagrams and charts to show processes (e.g. the water cycle).
Tables to compare and contrast ideas.
Mind maps to expand on a topic.
Timelines to show historical events.

ESL Example: In a history lesson, learners create a timeline of Ancient Egypt. Each event is written in English with a short caption: “3100 BC – Egypt is unified.” This combines subject knowledge with English practice, and the visual order helps learners understand cause and effect.

Encouraging Interaction

Language develops best when learners use it to communicate with others. In CLIL classrooms, pair and group work give learners real opportunities to practise subject and academic language while learning content.

How teachers can encourage interaction:

Use pair or group tasks where learners solve problems together.
Give learners discussion frames such as:
- What do you think?
- I agree because…
- I don’t agree because…
Assign roles (note-taker, presenter, questioner) so each learner has a purpose.

ESL Example:In a maths lesson, learners solve word problems in pairs. After finding the answer, they explain it aloud using English: “First we added the numbers, then we divided by two, so the answer is…” This develops both maths reasoning and academic language.

Sample CLIL Lesson: History (Ancient Egypt)

Subject Focus

Topic: Daily Life in Ancient Egypt
Level: B1 ESL learners (intermediate)
Time: 45–60 minutes

Learning Aims

Cultural Aim: Learners reflect on similarities and differences between ancient traditions and their own culture.
Content Aim: Learners understand key aspects of daily life in Ancient Egypt (homes, food, clothing, work, social structure).
Language Aim: Learners use subject vocabulary (pyramid, pharaoh, scribe, crops, river Nile) and functional language for description and comparison (People lived in…, They used…, In comparison to today…).
Cognitive Aim: Learners analyse and compare daily life in Ancient Egypt with modern life.

4Cs in Practice

Content

Learners gain knowledge of:

Housing in Ancient Egypt (mud-brick houses).
Main food sources (bread, fish, dates, vegetables).
Clothing styles (linen garments).
Occupations (farmers, scribes, builders).
Social hierarchy (pharaoh, nobles, workers).

Activity Example:

Learners watch a short video or look at images of Ancient Egypt daily life.
Teacher introduces vocabulary with pictures: pharaoh, scribe, farmer, Nile, crops.
Learners label the images with English words.

Communication

Learners practise using language frames to talk about content.

Descriptive frames: People lived in…, They used…, Farmers grew…, Workers built…
Comparative frames: In Ancient Egypt…, but today…

Activity Example:

In pairs, learners describe pictures of daily life using sentence starters:
- People lived in small mud houses.
- They wore linen clothes.
Then learners present orally to the class.

Cognition

Learners develop thinking skills by comparing and analysing. They move from recalling facts to higher-order skills like comparing and evaluating.

Activity Example:

Learners complete a Venn diagram comparing life in Ancient Egypt with life today.
Prompts: Food, Housing, Clothing, Work, Transport.
Example learner sentences:
- In Ancient Egypt, people travelled by boat on the Nile, but today we use buses and cars.
- People grew crops near the river; today we use technology and machines for farming.

Culture

Learners connect Ancient Egyptian traditions with modern practices and reflect on cultural diversity.

Activity Example:

Class discussion: Which traditions from Ancient Egypt are still seen in some form today?
- Example answers: Use of natural materials for clothing, importance of rivers for farming, religious ceremonies.
Learners share traditions from their own country (e.g., farming methods, clothing styles, family roles) and compare with Ancient Egypt.

Lesson Stages

Warm-up (5 min)

Quick brainstorm: What do you know about Ancient Egypt?
Learners list words (pyramids, mummies, Nile). Teacher adds new key words to the board.

Presentation (10 min)

Teacher shows visuals or short video.
Introduces vocabulary with word cards and images.

Guided Practice (15 min)

Learners use sentence starters to describe daily life in pairs.
Teacher circulates, giving feedback and language support.

Cognitive Task (10 min)

Learners complete a Venn diagram comparing daily life in Ancient Egypt and today.
Share answers orally or in groups.

Cultural Reflection (5–10 min)

Learners discuss traditions in their own culture and how they compare.
Short writing task: One similarity between my culture and Ancient Egypt is… One difference is…

Wrap-up (5 min)

Teacher summarises lesson: Today we learned about daily life in Ancient Egypt, practised describing and comparing, and reflected on culture.

Benefits of Language Across the Curriculum

Helps learners succeed in all subjects

Language is the medium through which content is delivered, explained, and assessed. If learners lack the necessary subject vocabulary or academic expressions, they cannot fully demonstrate their understanding—even if they know the content in their first language.

Why this matters: Without support, learners may fail subject tasks because of language barriers, not because they lack knowledge. LAC ensures language is embedded in all subjects, so learners can show their true ability.
Example (ESL Science): A learner may understand the process of evaporation in their L1 but cannot explain it in English. With scaffolding (Water evaporates when it is heated by the sun), the learner can now succeed in both science and English.

Builds both language and thinking skills

Academic tasks always involve cognition (thinking skills). Learners compare, analyse, hypothesise, and evaluate while studying subjects. To perform these tasks, they need the right language structures.

Why this matters: LAC develops “thinking in the target language.” Learners practise both the mental process (e.g., comparing two ideas) and the language to express it (e.g., On the one hand…, however…).
Example (ESL History): Learners compare Ancient Egyptian farming with modern farming. They need higher-order thinking skills (analysis) and functional language (In Ancient Egypt, people…, but today…). This develops reasoning and language accuracy at the same time.

Prepares learners for academic study in English

Many learners will later study at university, work in international companies, or use English in global contexts. These environments demand a strong command of academic English—not just everyday conversation.

Why this matters: LAC equips learners with the vocabulary, expressions, and skills they need for exams, reports, presentations, and discussions in English-medium contexts.
Example (ESL Geography): Learners practise writing a short research report with headings (Aim, Method, Results, Conclusion). This mirrors the type of academic tasks they will face at higher levels of study.

Increases learner confidence and motivation

When learners see that English is not only for “English class” but also a tool for understanding science, maths, history, and even art, they feel a stronger sense of purpose in learning the language.

Why this matters: Motivation rises when learners realise that English helps them access knowledge, not just pass language exams. Confidence grows as learners successfully express ideas in academic contexts.
Example (ESL Maths): A learner explains a maths problem in English: First, we added the two numbers. Then we divided by two to get the average. The achievement of explaining subject knowledge in English boosts their self-esteem and shows progress in both areas.

Challenges of CLIL

Learners may lack academic vocabulary

One of the biggest challenges in CLIL is that learners often have a gap between their everyday English and the academic vocabulary they need to succeed in subject learning. They might know how to say I like football or It’s sunny today, but not how to say The rainfall is higher in coastal regions than inland.

Implication for teachers:
Teachers need to plan for explicit vocabulary instruction—through glossaries, word banks, diagrams, and repeated exposure—so learners gradually build an academic word base.

Teachers need to balance content and language goals

In CLIL classrooms, teachers must always keep two aims in mind:

The content goal (understanding subject knowledge).
The language goal (using English to express and process that knowledge).

Balancing these can be challenging. If teachers focus too much on subject knowledge, learners may not develop their language skills. If teachers focus too much on language, learners may fall behind in content

Implication for teachers:
Effective CLIL planning means setting clear dual objectives for each lesson (e.g., Content: Learners identify causes of the French Revolution. Language: Learners use cause-and-effect phrases like “because of…” and “as a result of…”).

Some subjects have very complex terminology

Certain subjects—such as physics, chemistry, and advanced history—contain highly technical terms that are difficult even for native speakers, let alone ESL learners. Words like photosynthesis, mitochondria, quadratic equation, feudalism are not only long and unfamiliar but also conceptually demanding

Implication for teachers:
Teachers need to break down terminology into manageable steps, using visuals, analogies, and repeated practice. They can introduce key words gradually and recycle them in different contexts to reinforce understanding.

Some CLIL Classroom Activities

Activity 1: Spot the Subject Vocabulary

Which of these words are subject-specific?

Fraction
Analyse
Evaporation
Compare

Answer: Fraction (maths), Evaporation (science).

Activity 2: Match the Function

Predicting → I think it will…
Agreeing → I agree because…
Clarifying → Do you mean…?

Activity 3: Rewrite Everyday English into Academic English

Everyday: The sun makes water go up.

Academic: Water evaporates when heated by the sun.

Reflection Questions on Language Across the Curriculum

What types of language do your learners struggle with most?

How could you add scaffolding in your next CLIL lesson?

Summary of Language Across the Curriculum

CLIL focuses on three types of language: subject vocabulary, academic vocabulary, and functional language.
Language Across the Curriculum (LAC) means all subjects require language.
Everyday English is not enough; learners need academic English to succeed.
Teachers can support language with scaffolding, visuals, and structured interaction.

Common Questions And Answers

Q1. What is Language Across the Curriculum in CLIL?
It means that language is used in every subject, not just in English lessons. Learners need language to read, write, talk, and think in all subjects.

Q2. Why is it important?
Because without the right language, learners cannot fully understand or explain subject content.

Q3. What types of language do learners need?
They need subject-specific vocabulary, general academic vocabulary, and functional language for tasks and interaction.

Q4. What is the difference between everyday and academic English?
Everyday English is simple, for daily life. Academic English is more formal and used in study, e.g. Water evaporates when heated instead of The sun makes water go up.

Q5. How can teachers support learners?
By giving word banks, sentence starters, visuals, and opportunities to use English in meaningful tasks.

Language Across the Curriculum – A Practice Task

For questions 1–7, read the classroom scenarios involving CLIL for school learners and choose the best option (A, B, or C) that describes the primary role of the language demand in the scenario.
Mark the correct letter (A, B, or C) on your answer sheet.

1 Students use terms like “circuit” in a science lesson. What is the role of the language demand?
A Supporting understanding of scientific concepts
B Testing grammar accuracy
C Simplifying content delivery

2 Learners use “for example” in a history discussion. What is the role of the language demand?
A Connecting ideas for clearer arguments
B Assessing pronunciation skills
C Encouraging creative writing

3 Children use “is longer than” in a math lesson. What is the role of the language demand?
A Enabling precise comparisons
B Promoting fluency in speaking
C Simplifying problem-solving

4 Students describe landscapes in a geography task. What is the role of the language demand?
A Expressing spatial details accurately
B Testing vocabulary memorization
C Encouraging group dynamics

5 Learners explain causes of weather changes in science. What is the role of the language demand?
A Clarifying scientific processes
B Assessing spelling accuracy
C Simplifying content

6 Children write a report on a history project in English. What is the role of the language demand?
A Structuring coherent written arguments
B Testing listening skills
C Encouraging free writing

7 The teacher gives clear instructions for a craft project in English. What is the role of the language demand?
A Guiding task completion effectively
B Assessing reading comprehension
C Simplifying creative expression

CLIL Reference Resources

Core Textbooks

Bentley, K. (2010).The TKT Course: CLIL Module. Cambridge University Press.
- The official preparation book for the TKT CLIL module, with clear explanations, tasks, and practice questions.
Coyle, D., Hood, P., & Marsh, D. (2010).CLIL: Content and Language Integrated Learning. Cambridge University Press.
- A foundational text explaining the 4Cs Framework and CLIL methodology.
Mehisto, P., Marsh, D., & Frigols, M. J. (2008).Uncovering CLIL. Macmillan Education.
- Practical strategies and classroom ideas for implementing CLIL in different contexts.

Online Resources

Cambridge English Teaching Framework – CLIL Resources

Free resources, articles, and sample activities for teachers preparing for TKT CLIL.

CLIL Magazine

Articles, interviews, and case studies about CLIL from teachers around the world.

TeachingEnglish (British Council) – CLIL Resources

Articles and lesson ideas for teachers using CLIL in ESL/EFL classrooms.

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