Communication Skills Across the Curriculum

Learners cannot simply absorb subject knowledge; they must express understanding, explain ideas, and engage in interaction using the target language. Therefore, communication skills across the curriculum play a central role.

Communication in CLIL includes more than speaking. It involves listening to instructions and peers, reading subject texts, and writing reports or essays. Together, these skills help learners interpret information, express knowledge, and share ideas confidently in English.

In short, communication is at the heart of CLIL. Without it, learners cannot connect content knowledge with language development.

Learning Outcomes

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

Explain the role of communication in CLIL classrooms.
Identify key communicative functions that support subject learning.
Describe the role of L1 and code switching in CLIL.
Use classroom strategies to develop oracy and balance STT (student talking time) with TTT (teacher talking time).
Design communicative tasks that encourage learners to move from short answers to extended, exploratory talk.
Apply TKT: CLIL exam strategies that focus on communication skills.

CLIL Lesson 03 – Communication Skills Across the Curriculum

The Role of Communication Skills in CLIL

Expressing knowledge
Learners describe what they have learned: “The heart pumps blood around the body.”

Interpreting information
Learners read and explain graphs, timelines, or statistics: “This graph shows the population increased between 1950 and 2000.”

Sharing ideas and feelings
Learners cooperate and give opinions: “I agree with you because…”

Working with others
Communication allows collaboration in pairs or groups: “You take notes, I will present.”

Even in subjects like maths, communication is essential. Learners must explain their reasoning: “We multiplied first because of the order of operations.”

Without strong communication skills, learners may know the facts but cannot demonstrate understanding in English.

Communicative Functions in CLIL

A core feature of CLIL is the use of communicative functions, which are the purposes for which learners use language. These functions make subject knowledge accessible and meaningful.

Examples of Communicative Functions

Giving examples
“Freshwater ecosystems include rivers and lakes.”
“Marine ecosystems such as the sea…”
Describing a process
“First, food is chewed in the mouth.”
“Next, it mixes with gastric juices.”
Expressing conditions
“If there are many vibrations, the frequency is high.”
“If there are few vibrations, the pitch is low.”
Describing trends
“The population is ageing.”
“The birth rate is decreasing.”
Talking about purpose
“Fish use their fins to swim.”
“Dolphins surface to breathe.”
Defining
“Nutrients are substances our body needs to survive.”
“A pentagon is a 2-D shape with five sides.”

Other Functions Include:

Expressing agreement/disagreement: “I agree because…” / “I don’t think so…”
Clarifying: “Do you mean that…?”
Describing cause and effect: “The volcano erupted because…”
Generalising: “In general, mammals…”
Giving instructions: “First, measure the liquid…”
Predicting: “I think the temperature will rise…”
Justifying: “We believe this is correct because…”
Presenting solutions: “One possible answer is…”

Mastering these functions builds oracy: the ability to use spoken language effectively for learning.

The Role of L1 and Code Switching

Even though CLIL promotes learning in the target language, learners often use their L1 (first language) as a tool for sense making. Switching between L1 and the target language is called code switching. It helps learners check meaning, clarify ideas, and justify opinions.

Examples from CLIL Classrooms

Science, 7-year-olds (Solar System):
Pupil answers in L1: “roca”. Teacher draws a rock, says “rock,” and writes the word in English.

Maths, 10-year-olds (Telling Time):
Teacher: “If you don’t know it in English, say it in your mother tongue.”

Science, 15–16-year-olds (Plastics):
Teacher uses PowerPoint with some bilingual labels.

In all cases, L1 and code switching support understanding, participation, and learning progress.

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Classroom Communication Strategies

Increasing STT and Reducing TTT

Learners need practice using language themselves. Teachers should gradually increase Student Talking Time (STT) and reduce Teacher Talking Time (TTT).

Practical Strategies

Brainstorming
- Activities like What we know, what we want to know, what we found out.
Open Questions
- Ask questions that invite discussion: “Why do you think the answer is 5?”
Pair and Group Work
- Encourage discussion before learners respond.
Response Partners
- Peers give feedback using agreed criteria: “Two positives and one suggestion.”
Revisiting Content
- Learners review and discuss answers in pairs.
Collaborative Tasks
- Posters, presentations, debates, role plays, or reports.
Plenary Sessions
- Summarise learning as a group, ensuring everyone contributes.
Wait Time
- Give learners a pause to think before answering for longer, more thoughtful responses.

Managing Communicative Skills Through Tasks

Effectively managing communicative tasks is essential for developing learners’ oracy and confidence in using English across subjects. Proper preparation and structured follow-up ensure that tasks are meaningful, purposeful, and aligned with learning objectives.

Before Tasks

Explain the Purpose and Expected Outcomes
Before beginning a task, clearly communicate to learners why they are doing it and what they should achieve. For example:
“Today, you will work in groups to describe the water cycle using the new vocabulary we have learned. By the end of this activity, each group should be able to present the process clearly in English.”
Explaining the purpose helps learners focus on language use and content simultaneously, making the activity purposeful rather than just a routine exercise.
Set Ground Rules and Timings
Establish clear rules for interaction, such as:
Listening carefully to peers, taking turns to speak, and using English as much as possible.
Also, provide time limits for each stage of the task. For instance: 5 minutes for discussion, 3 minutes to prepare a short presentation, 2 minutes for group feedback. Timings keep learners focused, maintain momentum, and allow everyone to participate.
Assign Roles
Assigning specific roles encourages participation and ensures accountability. Roles might include:
- Organiser: Keeps the group on task and monitors timing.
- Note-taker: Records ideas and key points during discussion.
- Language Monitor: Checks that English is being used accurately and appropriately.
- Reporter/Presenter: Shares the group’s conclusions with the class.
  Role assignment promotes collaboration, structure, and balanced participation, giving learners a clear sense of responsibility.

After Tasks

Reflection and Feedback
After completing the task, engage learners in a reflection session. Ask questions such as:
“What went well in your group?”
“What challenges did you face?”
“How can we improve for the next task?”
This reflection encourages learners to analyse their own performance, consider strategies for improvement, and develop self-awareness about their language use.
Progress from Short Talk to Extended Talk
Initially, learners may rely on short, closed responses. After guided reflection, encourage them to develop extended, exploratory talk, such as explaining reasoning, giving examples, or justifying opinions. For example:
Short talk: “The heart pumps blood.”
Extended talk: “The heart pumps blood around the body to supply oxygen to all organs, which is important for their functioning.”
Gradually building from short answers to detailed explanations develops fluency, confidence, and the ability to communicate complex ideas.
Consolidation for Confidence and Fluency
Follow-up activities such as peer feedback, class discussion, or mini-presentations consolidate learning. By reflecting on their communication, learners gain confidence to speak in English, develop collaborative skills, and improve their ability to use language across different subjects.

This detailed approach ensures that communicative tasks are well-managed, purposeful, and progressive, supporting learners in moving from basic responses to meaningful, extended communication, which is central to Communication Skills Across the Curriculum.

Benefits of Communication Skills Across the Curriculum

Enhances Understanding and Retention of Subject Knowledge

When learners explain concepts, describe processes, or justify answers, they process information more deeply. Speaking, writing, or discussing subject matter encourages active engagement, which strengthens memory and understanding.

Example (in Science): In science, a learner explaining the water cycle aloud reinforces their understanding:
“Evaporation occurs when the sun heats water in rivers and lakes, turning it into vapor that rises into the atmosphere.”

Develops Critical Thinking and Analytical Skills

Communication requires learners to organise their thoughts, make connections, and evaluate information. Presenting ideas or debating interpretations of a text fosters reasoning and analytical thinking.

Example (in History): In history, learners discussing the causes of a war must weigh evidence, compare perspectives, and justify opinions:
- “I think the conflict started mainly because of economic tensions, rather than political disagreements, because trade records show…”
- These discussions strengthen both subject knowledge and cognitive skills.

Builds Confidence and Oracy

Consistent opportunities for communication allow learners to develop oracy—the ability to speak confidently, clearly, and appropriately for different purposes. This skill is crucial for participation in group work, presentations, and class discussions.

Example (in Mathematics): In mathematics, explaining reasoning aloud builds confidence:
“We subtract first because we need to follow the order of operations. Otherwise, the answer will be incorrect.”

Communication improves cooperation and teamwork, essential for group tasks. Learners learn to listen, respond to peers, share ideas, and negotiate meaning, which strengthens social and interpersonal skills.

Example (in Geography): In a geography lesson, a group discussing renewable energy options might assign roles: organiser, presenter, or note-taker. Communication ensures each learner contributes, enhancing both learning and collaboration skills.

Supports Language Development in Context

Using communication skills across subjects allows learners to acquire language in meaningful, authentic contexts. This aligns with CLIL principles, where language is not taught in isolation but alongside content.

Example (in Science): Learners writing a lab report in English practise vocabulary, grammar, and technical language relevant to science, while also developing writing for a purpose skills.

Facilitates Higher-Order Thinking

Through communicative activities, learners move beyond recall to analysis, synthesis, evaluation, and reflection. Explaining reasoning or justifying conclusions promotes higher-order thinking, which is transferable across subjects.

Example (in Literature): In literature, learners justify character actions:
“I think Hamlet delayed taking revenge because he was trying to reconcile morality with justice. Evidence from Act 1, Scene 5 shows…”

Challenges of Communication Skills Across the Curriculum

Limited Language Proficiency

Learners may have varying levels of English proficiency, which can limit their ability to express ideas clearly or participate fully in communicative tasks.

Implication for teachers:
This gap can restrict meaningful communication and hinder the development of oracy. Teachers need to scaffold language, provide sentence frames, and encourage code switching where appropriate.

Overemphasis on Teacher Talk

In many classrooms, teachers dominate discussions, leaving little opportunity for students to practise speaking. Excessive Teacher Talking Time (TTT) reduces Student Talking Time (STT) and limits the development of communication skills.

Implication for teachers:
Balancing TTT and STT requires careful planning and the use of strategies like open questions, pair work, and response partners.

Classroom Management and Group Dynamics

Pair or group work encourages communication, but managing classroom dynamics can be challenging. Some learners may dominate discussions while others remain silent.

Implication for teachers:
Teachers must assign roles, monitor participation, and establish ground rules to ensure equitable communication.

Content Complexity and Cognitive Load

Certain subjects involve complex content or technical vocabulary, which can overwhelm learners and hinder communication.

Implication for teachers:
Teachers must simplify language, provide visual support, and break tasks into manageable steps without reducing content rigor.

Cultural and Affective Barriers

Cultural norms or learner attitudes can affect communication. Some learners may feel uncomfortable speaking in front of peers, fear making mistakes, or avoid participation due to social anxiety.

Implication for teachers:
Creating a supportive, low-anxiety environment and encouraging peer feedback helps learners overcome these barriers.

Misuse or Overreliance on L1

While code switching can support understanding, excessive use of L1 may reduce practice in the target language. Striking a balance between using L1 for clarification and encouraging English communication is critical.

Implication for teachers:
Teachers should guide learners to gradually move from L1 to English, using L1 only for scaffolding or sense-making.

Limited Teacher Training in CLIL

Not all teachers are trained to facilitate communication across subjects effectively. A lack of knowledge about communicative functions, oracy, or task-based strategies can make classroom communication superficial.

Implication for teachers:
Professional development in CLIL methodologies, including task design and communication strategies, is essential.

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Some CLIL Classroom Activities to Develop Communication Skills

Activity 1: Analyse a Lesson Plan to Evaluate Talking Time

Review your lesson plans and identify how much Student Talking Time (STT) learners are actually given. Compare this to Teacher Talking Time (TTT).

Questions to consider:

Are learners given enough time to explain ideas or ask questions?
Do activities encourage discussion, collaboration, and exploratory talk?
Which tasks are dominated by teacher talk rather than student interaction?

Highlight moments where students can describe, justify, predict, or evaluate content in English. Adjust future lesson plans to increase opportunities for active learner communication.

Activity 2: Observe Learners’ Use of Language: Short vs Extended Responses

During lessons, pay attention to how learners express themselves:

Do they rely mainly on one-word answers or short phrases?
Are they able to explain reasoning, give examples, or justify opinions?

Example:
Short answer: “The heart pumps blood.”
Extended response: “The heart pumps blood around the body to supply oxygen and nutrients to all organs, which keeps us alive.”

By observing patterns, teachers can design tasks that encourage extended talk, helping learners move from basic responses to exploratory and fluent communication.

Activity 3: Introduce Response Partners for Feedback

Pair learners and encourage them to give structured feedback to each other.

Steps:

Assign partners before speaking or writing tasks.
Provide criteria for feedback, e.g., “Give two positives and one suggestion”.
Encourage learners to use English when giving feedback, practising both listening and speaking.

Benefits:

Develops peer collaboration and active listening skills.
Reinforces oracy and encourages learners to evaluate language and content.
Creates a supportive environment for risk-taking in communication.

Activity 4: Survey Learners on L1 Use

Conduct a simple survey or informal observation to see how learners use their first language (L1) in class.

Questions to ask:

When do you use your L1 during tasks?
Does using L1 help you understand or explain ideas?
Do you feel confident using English for the same purpose?

Follow-up: Discuss the results with learners and create strategies for balanced code switching, helping them gradually move from L1 support to full use of the target language.

Activity 5: Revisit Key TKT Glossary Terms

Ensure both teachers and learners understand and apply essential terminology that supports communicative learning. Key terms include:

Oracy: The ability to use spoken language effectively for learning and communication.
Code Switching: Strategic movement between L1 and the target language to aid comprehension.
Response Partner: A peer who gives structured feedback on speaking or writing.
Revisiting: Returning to content or language after initial exposure to deepen understanding.
Wait Time: Pausing to give learners time to think before responding.
Plenary: A whole-class session to summarise and reflect on learning.
STT (Student Talking Time): Time learners spend actively using language.
TTT (Teacher Talking Time): Time the teacher spends explaining or talking.

Reflection

Observations show that CLIL learners:

Develop stronger speaking skills through many communicative functions.
Use language in context, not just grammar drills.
Produce extended talk and justify ideas clearly.

Summary of Communication Skills Across Curriculum

Communication is central to CLIL.
Learners need communicative functions like describing, defining, predicting, and justifying.
Oracy is developed through purposeful interaction.
L1 and code switching support comprehension and participation.
Teachers should increase STT, reduce TTT, and use strategies such as brainstorming, response partners, revisiting, plenary, wait time.
Well-planned tasks help learners move from short answers to extended talk.

Common Questions And Answers

Q1. Why are communication skills essential in CLIL?
They allow learners to express knowledge, interpret data, and collaborate in English.

Q2. What is oracy in CLIL?
The ability to use spoken language effectively for learning and interaction.

Q3. What is code switching?
Moving between L1 and the target language to support understanding.

Q4. How can teachers reduce TTT?
By asking open questions, encouraging pair work, and using plenary discussions where learners explain ideas.

Communication Skills Across the Curriculum
– A Practice Task

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

1 In a primary science lesson, children listen to instructions for an experiment in English. What is the purpose?
A Supporting understanding of content procedures
B Testing grammar accuracy
C Simplifying creative expression

2 Secondary students read historical texts in English to summarize key events. What is the purpose?
A Enabling access to content information
B Assessing pronunciation skills
C Encouraging group dynamics

3 Children speak to describe shapes in a math lesson. What is the purpose?
A Expressing content concepts orally
B Promoting written fluency
C Simplifying problem-solving

4 Students write short reports on geography topics in English. What is the purpose?
A Recording and organizing content knowledge
B Testing listening comprehension
C Encouraging free speaking

5 Groups discuss solutions to a science problem in English. What is the purpose?
A Improving collaborative content learning
B Assessing individual writing
C Simplifying language

6 Pairs negotiate answers in a history quiz using English. What is the purpose?
A Developing interaction for content negotiation
B Testing vocabulary memorization
C Encouraging silent reflection

7 Learners use gestures to explain a PE activity in English. What is the purpose?
A Supporting non-verbal content communication
B Assessing spelling accuracy
C Simplifying grammar

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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