Classroom Language

In a CLIL classroom, language is not just a medium of instruction. It is both the tool to learn content and the object of learning itself. Learners must develop the ability to express subject knowledge while also improving their speaking and writing in the target language. This dual focus requires teachers to be deliberate in classroom language they use: how they present ideas, ask questions, and encourage discussion.

Learning Outcomes

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

Recognize the purpose of classroom language in CLIL lesson delivery.
Differentiate between closed questions and open questions and understand their roles in learning.
Apply strategies for activating prior knowledge, encouraging collaboration, and monitoring learning through classroom talk.
Identify how learners can participate in meaningful classroom dialogue and peer interaction.
Develop confidence in selecting and using classroom language to promote content learning and language development.

TKT CLIL – Classroom Language

Purposes of Classroom Language

In a CLIL classroom, teachers do more than pass on subject knowledge. Every phrase they use shapes how learners understand, think, and interact in English. The purpose of classroom language is not only to explain or manage tasks but also to guide learners through the process of developing both content knowledge and language skills. Below are the main functions of classroom language, with explanations and detailed examples.

Activating Prior Knowledge

Before introducing new content, it is useful to check what learners already know. This anchors new learning to existing knowledge and provides a starting point for discussion.

Why it matters: Activating prior knowledge helps learners connect old and new information, making the new topic easier to understand. It also increases learner confidence since they realize they already know something relevant.
Example (ESL Science): “Think back to yesterday’s reading. What examples of natural disasters did we read about?”
Example (ESL History): “Last week we studied ancient Egypt. Can you remember the names of any pharaohs?”

Presenting New Ideas

When introducing new subject matter, teachers use clear, carefully chosen language to explain concepts. Often, this includes subject-specific vocabulary that learners will need for both comprehension and communication.

Why it matters: Presenting new ideas with graded language ensures that students understand the concept while also acquiring the key terms to talk about it.
Example (ESL Geography): “This is a diagram of a volcano. The red part here is called magma. Repeat the word with me: magma.”
Example (ESL Maths): “This shape is called a hexagon. Count the sides—there are six. Can you say hexagon?”

Encouraging Collaboration

In CLIL, learning is not only individual but also social. Teachers use classroom language to foster group work, pair work, and peer support.

Why it matters: Collaboration builds communication skills, promotes the use of functional language, and supports less confident learners through peer interaction.
Example (ESL Environmental Studies): “Work with your partner. Together, list three reasons why recycling helps the environment.”
Example (ESL Literature): “In groups of three, decide on one theme you find in this story. Be ready to explain it to the class.”

Developing Understanding

Teachers guide learners to move beyond surface-level knowledge and deepen their understanding through explanation, reasoning, and interpretation.

Why it matters: Developing understanding requires learners to process content actively, not just recall it. The classroom language encourages analysis, explanation, and justification.
Example (ESL History): “Look at this timeline. How can we explain why these events happened in this order?”
Example (ESL Science): “Why do you think the experiment gave different results when we changed the temperature?”

Identifying Difficulties

Checking comprehension is a key part of formative assessment. Teachers use specific classroom language to find out where learners struggle, so they can provide targeted support.

Why it matters: Learners may hesitate to admit confusion. By asking directly, teachers create a safe space for learners to express difficulties.
Example (ESL Science): “Raise your hand if you are not sure what the term ‘evaporation’ means.”
Example (ESL Geography): “Who found it hard to understand the difference between weather and climate?”

Promoting Thinking Skills and Making Links

Classroom language can push learners to use higher-order thinking skills such as analyzing, connecting, and evaluating. Teachers help learners make links between concepts and apply knowledge in new contexts.

Why it matters: Promoting thinking skills transforms learners from passive receivers into active problem-solvers, essential in CLIL.
Example (ESL Environmental Studies): “What connection can we make between pollution and climate change?”
Example (ESL Literature): “How is the main character in this story similar to another character we studied?”

Encouraging Creative Talk

Beyond structured tasks, teachers can use classroom language to spark imagination and creativity. This often involves hypothetical or role-play situations.

Why it matters: Creative talk allows learners to use language freely and experiment with new ideas in a meaningful way, increasing motivation.
Example (ESL Design & Technology): “Imagine you are an architect. How would you design a school that uses only renewable energy?”
Example (ESL Literature): “If you could change the ending of this story, how would you rewrite it?”

Monitoring Learning

Teachers often use classroom language to check progress during activities by observing and interacting with learners.

Why it matters: Monitoring helps teachers assess learner engagement and progress in real time, so they can adapt the lesson if needed.
Example (ESL Group Task): “I’ll walk around while you work. Tell me if you have questions about the task.”
Example (ESL Writing): “As I listen to your group, I’d like each of you to read one sentence aloud.”

Responding to Learning Needs

Finally, classroom language provides feedback. Teachers use it to correct mistakes, extend ideas, or encourage learners to try again.

Why it matters: Positive and constructive responses motivate learners and guide them towards better accuracy and fluency.
Example (ESL Science): “Good effort, but let’s try this again. Can you describe it using complete sentences?”
Example (ESL Maths): “That’s close. You said the triangle has three corners—yes, but can you also say it has three sides?”

Questioning in the CLIL Classroom

Questions shape the way learners process subject knowledge, use the target language, and develop critical thinking. In CLIL, questions serve a dual purpose: they guide learners to understand content and push them to express that understanding in English.

Effective questioning is not accidental. Teachers must decide what kind of question to ask, when to ask it, and how to respond to learners’ answers. The three main categories—closed questions, open questions, and follow-up questions—each play a role in scaffolding learner progress.

Closed Questions

Closed questions are those that have only one correct answer. They usually test recall, recognition, or confirmation of knowledge.

Role in CLIL:
- Useful for checking comprehension of vocabulary, facts, or basic subject content.
- They encourage lower-order thinking skills such as remembering and identifying.
- They are often quick and help to keep the lesson on track.
Advantages:
- Provide clarity and immediate feedback.
- Boost learners’ confidence because the answers are short and straightforward.
- Ensure learners have grasped key content vocabulary.
Disadvantages:
- They do not allow for extended answers.
- They limit creativity and higher-order thinking if overused.
Examples in ESL/CLIL Contexts:
- ESL General Knowledge: “What is the capital of Canada?”
- ESL Science: “What is the process called when water changes into vapor?” (Answer: evaporation)
- ESL Maths: “How many sides does a triangle have?”
- ESL Geography: “Is the Sahara a desert or a rainforest?”

Open Questions

Open questions are those that invite multiple possible answers. They require learners to think more deeply and provide extended responses.

Role in CLIL:
- Encourage learners to practice higher-order thinking skills such as reasoning, analyzing, predicting, and problem solving.
- Help learners use a wider range of vocabulary and sentence structures.
- Create opportunities for discussion and peer interaction.
Advantages:
- Stimulate curiosity and exploration.
- Promote meaningful dialogue in the target language.
- Allow teachers to assess learners’ depth of understanding, not just recall.
Disadvantages:
- May intimidate shy or weaker learners if not scaffolded.
- Require more classroom time and management.
Examples in ESL/CLIL Contexts:
- ESL Daily Life: “How might people’s lives change if they lived in a city without cars?”
- ESL Geography: “What could happen to the food chain if insects disappeared?”
- ESL History: “Why do you think revolutions often start in cities rather than villages?”
- ESL Science: “How could we make this experiment safer?”

Follow-up Questions

Follow-up questions come after an initial learner response. They prompt learners to clarify, justify, or extend their answers.

Role in CLIL:
- Deepen understanding by encouraging learners to reflect and expand.
- Reinforce accuracy in both language and subject content.
- Keep the conversation active, moving beyond one-word answers.
Examples of Follow-up Language:
- “What do you think of that answer?”
- “Can you add another idea?”
- “How do you know that’s correct?”
- “Is there another way we could answer this?”
Classroom Examples:
- ESL Literature:
  - Learner: “The main character is brave.”
  - Teacher: “Can you give me an example from the story that shows bravery?”
- ESL Science:
  - Learner: “The solution changed color.”
  - Teacher: “Why do you think it changed color? What does that tell us?”

The Importance of Wait Time

Asking good questions is only half the task. Teachers also need to allow learners time to think before answering. This is known as wait time.

Why it matters:
- Many CLIL learners process information in two steps: understanding the content and finding the language to express it. This takes longer than in an L1 classroom.
- Giving extra time increases the quality and accuracy of learner responses.
- It also builds confidence, as learners do not feel rushed.
Example:
- Instead of expecting an immediate answer, a teacher might say, “Take 20 seconds to think about your answer. Then, discuss with your partner before sharing with the class.”

A Questioning Sequence

An effective questioning strategy often combines all three types:

Closed Question (Recall): “What is the boiling point of water?”
Open Question (Reasoning): “Why do you think the boiling point is important in cooking?”
Follow-up Question (Extension): “Can you give an example of a recipe where boiling water is essential?”

This sequence gradually scaffolds learners from basic knowledge to deeper reasoning and finally to application in real-life contexts.

Encouraging Learners’ Classroom Talk

Learners need opportunities not just to respond to teacher questions but also to generate their own questions, provide peer feedback, and collaborate meaningfully with others. This shift from passive listening to active engagement helps learners use English for authentic purposes while deepening subject understanding. When learners participate in classroom talk, they develop both content mastery and language fluency. For many students, speaking in a second language can be intimidating. Structured strategies give them the confidence to interact, make mistakes safely, and build communicative competence.

Response Partners

Definition: Learners pair up to review each other’s work and provide structured feedback, either orally or in writing.

Why it matters:
- Encourages learners to notice details in peer work.
- Builds vocabulary for giving constructive feedback.
- Promotes reflection as learners think about how to improve their own work.
Examples:
- ESL Art Lesson: One learner says, “I see lots of bright colors in your painting. I like how you used circles.”
- ESL Writing Lesson: A peer responds, “I think your introduction is clear, but you could add more details in the second paragraph.”
Variations:
- Use feedback forms with prompts such as “One thing I liked was…” and “One thing you could improve is…”.
- Rotate partners so learners experience different perspectives.

Peer Questioning

Learners write questions that they would like to be asked about a subject. Partners or groups then ask these questions.

Why it matters:
- Encourages learners to take ownership of learning.
- Promotes metacognitive awareness (learners reflect on what they want to know).
- Creates more natural dialogue because learners are curious to answer questions they designed.
Examples:
- ESL Science Lesson (Habitats): A learner writes, “Why is the rainforest important?”
- ESL History Lesson: A learner writes, “What caused the French Revolution?”
Variations:
- Learners exchange question cards in groups and take turns answering.
- Use a “hot seat” activity where one learner is questioned by the group.

Pre-Study and Post-Study Questions

Learners brainstorm questions before beginning a new topic and revisit them after studying it.

Why it matters:
- Sets a purpose for learning and guides curiosity.
- Helps teachers gauge prior knowledge.
- Serves as a tool for reflection to see what has been learned.
Examples:
- Before studying recycling: “What happens to plastic after we throw it away?”
- After studying recycling: “What are three ways communities can reduce plastic waste?”
Variations:
- Create a “question wall” where learners post sticky notes with questions before the unit begins.
- Return to the wall at the end to check which questions have been answered.

Question Games

Learners design quiz-style or interactive games based on lesson content.

Why it matters:
- Increases motivation through competition and fun.
- Reinforces subject knowledge while practicing English.
- Promotes teamwork and creativity.
Examples:
- ESL Environmental Studies: A group designs a “Who Wants to Be a Millionaire?”-style quiz on global warming.
- ESL Literature: Learners create a board game where players answer comprehension questions to move forward.
Variations:
- Use digital tools (e.g., Kahoot, Quizlet) for game-based review.
- Have learners create riddles or “mystery questions” for classmates to solve.

Guided Internet Research

Learners prepare questions before conducting online research, using them to guide reading and focus attention.

Why it matters:
- Prevents aimless browsing and encourages targeted learning.
- Teaches learners to use English purposefully to locate and interpret information.
- Builds autonomy and critical thinking.
Examples:
- ESL Science Project: Learners prepare questions such as “What renewable energy sources are most used in Europe?” before beginning research.
- ESL Geography Project: Learners ask, “What is the population of the largest desert city?” to guide their online search.
Variations:
- Use “research jigsaw”: different groups research different questions and then share findings with the class.
- Have learners turn their findings into mini-presentations or posters.

Teacher Instructions and Their Purposes

Teacher instructions in a CLIL classroom are never neutral. Every instruction carries a pedagogical purpose: to manage learning, to check understanding, or to push learners toward higher levels of thinking. Below are examples of typical classroom instructions and the reasons they are effective in supporting both content learning and language development.

Each instruction:

Targets a clear purpose (vocabulary, prior knowledge, comprehension, application, or accuracy).
Links content and language by embedding subject terms into the task.
Promotes learner autonomy by guiding students to recall, apply, or explain rather than simply listen.

A well-structured CLIL lesson usually blends these types of instructions. For example, a science lesson might begin by activating vocabulary (Instruction 2), move to checking comprehension (Instruction 1), then progress to application (Instruction 3), and finally end with accuracy checks (Instruction 4). This sequence scaffolds learning step by step.

“Look at the graph. Which is the X axis?”

Purpose: Checking understanding of content vocabulary

Explanation: This instruction directs learners’ attention to a specific visual and asks them to name a key feature. It reinforces subject-specific vocabulary (e.g., “X axis,” “Y axis”) while ensuring learners can identify and use these terms in context.

Why it matters in CLIL: Many learners may understand the concept in their first language but struggle to recall or apply the English terms. By checking vocabulary in a practical context (the graph), teachers support both comprehension and accurate use of subject language.

Extended ESL Example (Maths/Science): “Point to the Y axis. What does it show? Is it measuring time, distance, or temperature?”

Purpose: Activating prior knowledge and encouraging collaboration

Explanation: This instruction combines brainstorming with pair work. Learners retrieve what they already know about climate, recycle familiar vocabulary, and learn from each other.

Why it matters in CLIL: Activating prior knowledge helps learners connect old and new concepts. Working collaboratively lowers the pressure on individuals and provides peer support for recalling and spelling words.

Extended ESL Example (Geography):

Teacher: “Work with your partner. Write down words you know about deserts.”
Possible answers: hot, dry, sand, camel, little rain.

Variation: After pairs finish, compile the class words on the board to create a shared word bank for the lesson.

“Watch the video again and plan a training programme.”

Purpose: Developing understanding and applying knowledge

Explanation: This instruction goes beyond comprehension. Learners must watch the material critically, extract key information, and apply it in a new context (designing a programme). This shifts the focus from passive watching to active processing, analysis, and application.

Why it matters in CLIL: Such tasks promote higher-order thinking skills. Learners use the subject content (information from the video) while practicing planning and sequencing language in English.

Extended ESL Example (Physical Education):

Video shows different exercises.
Instruction: “Watch the video again and design a one-week fitness plan for teenagers.”
Outcome: Learners create schedules, discuss reasons for including each activity, and present plans to the class.

“Show me which factor you changed.”

Purpose: Responding to learning needs and reinforcing subject accuracy

Explanation: This instruction asks learners to demonstrate their understanding of a scientific experiment by identifying the variable they changed. The teacher’s language acknowledges the learner’s progress (“Show me…”) and checks for accuracy in both procedure and terminology.

Why it matters in CLIL: Learners often confuse variables in experiments. This instruction prompts them to explain or demonstrate their choice, helping the teacher identify misconceptions. It also ensures learners use precise scientific language in English.

Extended ESL Example (Science):

Experiment: testing how plants grow in different amounts of light.
Teacher: “Show me which factor you changed.”
Learner: “We changed the amount of sunlight.”
Teacher follow-up: “Good. And what stayed the same?” (checking control variables).

Reflection: Teacher Considerations

Teachers often fall into patterns when questioning:

Asking questions to fill time rather than to guide learning.
Focusing only on short, closed questions.
Moving too quickly without giving learners time to respond.

A reflective teacher should monitor these habits and aim to balance closed recall questions with open, challenging questions, while allowing wait time for learners to process.

Summary: Classroom Language

Classroom language in CLIL supports both content and language learning.
Purposes include activating knowledge, presenting ideas, collaboration, monitoring, and responding to needs.
Closed questions check recall and lower-order thinking.
Open questions promote reasoning, problem solving, and higher-order thinking.
Increasing wait time improves learner confidence and answer quality.
Learners should engage in meaningful talk: asking questions, giving peer feedback, and designing tasks.
Teachers need to reflect on their questioning habits and balance them effectively.

Classroom Language: Common Questions And Answers

Q1. What is the difference between classroom language in CLIL and general ESL teaching?
In CLIL, classroom language not only manages the class but also delivers subject content. Learners must understand and produce both everyday classroom phrases and subject-specific vocabulary.

Q2. How can teachers help learners become familiar with classroom language?
By repeating functional phrases consistently (e.g., “Work in pairs,” “What do you think?”), learners internalize them and use them independently.

Q3. Why are open questions important in CLIL?
They push learners to think critically, make connections, and use extended language rather than just memorized words.

Q4. How can teachers encourage shy learners to participate in classroom talk?
Pair work, peer questioning, and structured response forms provide supportive environments that reduce pressure.

Q5. What role does feedback play in classroom language?
Feedback helps learners refine their responses, reflect on accuracy, and gain confidence in both content knowledge and language use.

Classroom Language – A Practice Task

Instructions:
Match each teacher instruction (1–7) with its purpose of classroom language (A–G). Each option can be used only once.

Purposes of Classroom Language

A. Monitoring learners during tasks
B. Giving feedback and responding to learning needs
C. Activating prior knowledge and encouraging collaboration
D. Encouraging creative talk and imagination
E. Identifying difficulties in understanding
F. Checking understanding of subject vocabulary
G. Promoting reasoning and higher-order thinking

Teacher Instructions

“Work in pairs and list five words connected with the ocean.”
“Look carefully at this diagram. Which part is the Y axis?”
“Good job, but try explaining your answer using a complete sentence.”
“Why do you think the experiment produced different results this time?”
“Imagine you are an engineer. How would you design a bridge for this river?”
“Raise your hand if you don’t understand the term renewable energy.”
“I’ll walk around the class as you work—call me if you need help.”

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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