Learning Skills Across the Curriculum
When we talk about CLIL (Content and Language Integrated Learning), most teachers immediately think about subject knowledge and language development. However, there is another crucial layer: learning skills. These are the skills that help students learn how to learn, shaping them into independent, resourceful, and confident learners.
In an ESL context, where students are already working in a second language, developing learning skills is even more valuable. It helps them process subject content while also mastering English. This article explores what learning skills are, why they matter, and how to integrate them into your classroom practice. It is based on TKT CLIL Unit 5: Learning Skills Across the Curriculum and provides clear ESL-focused examples for teachers.
Learning Outcomes
By the end of this lesson, you will be able to:
- Define learning skills and explain their importance in CLIL classrooms.
- Identify a wide range of learning skills such as note taking, summarising, drafting, editing, cooperating, and problem solving.
- Recognise how learning skills transfer across subjects, supporting both content learning and language development.
- Apply ESL-specific examples of learning skills in classroom activities, including reading, writing, speaking, and project work.
- Plan lessons that integrate learning skills alongside language and subject objectives.
- Evaluate potential challenges in developing learning skills in CLIL (e.g., language barriers, time constraints, or repetition across subjects) and suggest practical solutions.
- Reflect on your own teaching practice, considering how to improve learner autonomy, enquiry-based learning, and social interaction in your classes.
- Learning Outcomes
- What Are Learning Skills?
- Examples of Learning Skills in CLIL
- Carrying Out Investigations
- Cooperating with Others
- Data Handling
- Drafting
- Editing
- Estimating, Measuring, and Checking
- Guessing from Context
- Note Taking
- Locating Information
- Organising Information
- Interpreting Information
- Observing Using Senses
- Planning
- Processing Knowledge
- Recording Results
- Reviewing Work
- Scanning
- Skimming
- Solving Problems
- Summarising
- Transforming Information
- Using Knowledge
- Why Are Learning Skills Important in CLIL?
- Challenges and Solutions
- Cognitive Skills: Reflection for Teachers
- Summary: Learning Skills Across the Curriculum
- Common Questions And Answers
- Learning Skills Across the Curriculum – A Practice Task
- CLIL Reference Resources
What Are Learning Skills?
The learning process is more than memorizing facts or passing exams. Learners explore their environment, interact with others, and build knowledge step by step. Alongside knowledge, they develop:
- Positive attitudes towards learning
- Learning strategies for tackling new challenges
- Learning skills that can be applied in different subjects
In simple terms, learning skills are skills that allow learners to learn better. They are transferable across subjects, cultures, and situations. For example:
- A student who learns note taking in science can use that same skill in history or English literature.
- A learner who practices data handling in maths can apply it to geography, ICT, or even in project-based ESL work.
These skills help to build learner autonomy. Autonomy means students can take more control of their learning, instead of relying on the teacher for every step.
Examples of Learning Skills in CLIL
Carrying Out Investigations
Learners gather and explore information to answer questions or solve problems.
Example: In an ESL geography lesson, students investigate the use of renewable energy in different countries. They search for facts online, record key findings, and prepare posters showing how solar or wind power is used worldwide.
Cooperating with Others
Learners work together towards a shared outcome, building social and interpersonal skills.
Example: In a history-CLIL class, students prepare a group presentation on famous explorers. Each group member takes responsibility for one explorer, and together they create a timeline in English, practicing negotiation and teamwork.
Data Handling
Learners collect, sort, and represent information visually or numerically.
Example: Students conduct a class survey on “How many hours do you spend online?” They tally results, create a bar chart in Excel, and present the findings in English sentences: “Most students spend between three and five hours.”
Drafting
Learners produce a first version of a task before refining it.
Example: In a literature project, students draft a short summary of a chapter. They share it with a peer for feedback, then expand it into a polished review, focusing on accuracy and fluency.
Editing
Learners check and improve their work or their peers’ work.
Example: After writing a report about a science experiment, students exchange papers. Each checks for grammar, spelling, and clarity, adding comments such as “Use past tense here” or “This sentence is too long.”
Estimating, Measuring, and Checking
Learners predict, test, and confirm results.
Example: In a maths-based ESL lesson, students estimate the length of classroom objects, measure with a ruler, and compare with their predictions. They use English structures: “I think the table is about one metre. Actually, it is 1.2 metres.”
Guessing from Context
Learners infer meaning from surrounding words or visuals.
Example: While reading a text on climate change, students encounter the word “erosion.” The teacher guides them to guess its meaning using clues in the sentence and accompanying pictures of eroded land.
Note Taking
Learners identify and record key information.
Example: During a short video on world festivals, students note down the name, location, and special activity of each festival. They then compare notes in pairs to check accuracy and completeness.
Locating Information
Learners find specific facts using reference tools or digital sources.
Example: In a CLIL science lesson, learners are asked to find the boiling point of water on different websites and note whether the information matches across sources.
Organising Information
Learners arrange data logically or by category.
Example: After collecting results from a class survey about favourite foods, learners group responses into categories like fruits, fast food, and traditional dishes. They then prepare a simple table and present it in English.
Interpreting Information
Learners explain or comment on meaning from images, graphs, or texts.
Example: Students examine photographs of factories from the Industrial Revolution. They discuss in English what the working conditions might have been like, using guided questions such as “What do you see?” and “How do you think workers felt?”
Observing Using Senses
Learners notice details by looking, listening, or feeling.
Example: In a music-CLIL lesson, students listen to different styles of music. They describe what they hear using sensory adjectives: “It sounds calm,” “The rhythm is fast,” or “The melody is soft.”
Planning
Learners design steps to complete a task.
Example: Before writing a report on an experiment, students use a graphic organiser to plan the introduction, procedure, results, and conclusion. This scaffolds their writing process in English.
Processing Knowledge
Learners make sense of concepts through active engagement.
Example: Students explore magnetism by testing which objects stick to magnets. Afterwards, they explain in English: “The paperclip is metal, so it sticks. The pencil is wood, so it doesn’t.”
Recording Results
Learners document findings clearly.
Example: In a science activity, students record plant growth over two weeks in a chart. They then write sentences like, “On Day 5, the plant was 8 cm tall.”
Reviewing Work
Learners reflect and evaluate their own or others’ performance.
Example: After a role-play about shopping, students discuss in small groups what went well and what could be improved. They focus on fluency, pronunciation, and politeness strategies.
Scanning
Learners search quickly for specific details.
Example: In a reading task, students scan a newspaper article to find the year an event happened, underlining the number without reading every word.
Skimming
Learners read quickly to get the gist of a text.
Example: Students are given a news article and asked, “What is this text about?” They skim for the main idea, then share: “It’s about a new train system in the city.”
Solving Problems
Learners find solutions through reasoning.
Example: A group is asked to design an eco-friendly school in English. They must agree on energy sources, waste disposal, and classroom design, then present their plan to the class.
Summarising
Learners reduce information to its essential points.
Example: After a debate on recycling, students write three sentences summarising the arguments for and against. This helps them practise concise academic writing.
Transforming Information
Learners change data into another form, such as charts or diagrams.
Example: Students read a text about public transport and then create a concept map showing advantages, disadvantages, and examples of transport systems.
Using Knowledge
Learners apply what they have learned in real contexts.
Example: After studying environmental vocabulary, learners participate in a school recycling campaign. They label bins in English (“Plastic only,” “Paper only”) and explain to others how to sort waste.
Why Are Learning Skills Important in CLIL?
In CLIL, students face a double challenge:
- They must learn subject content.
- They must do it in a second language.
This makes learning skills essential. They allow students to process information more effectively, even when language creates barriers.
For example:
An art teacher who encourages learners to review and reflect on their work is also developing transferable skills like self-assessment, which are useful in essay writing.
A mathematics teacher who shows learners how to use Excel is not only teaching maths but also giving them a tool they can apply in geography, science, or even language study.
Planning for Learning Skills
Teachers should plan lessons that integrate learning skills. This means:
- Identifying which skills are most useful for a given unit.
- Avoiding unnecessary repetition (if another subject already covers that skill).
- Allowing time for learners to consolidate skills they find challenging.
Enquiry Approach
CLIL works best when it encourages learners to explore, question, and experiment. Approaches such as:
- Problem-based learning (students solve real-life issues)
- Task-based learning (students work towards meaningful outcomes)
Both approaches push learners to use a combination of subject knowledge, English, and learning skills.
ESL Classroom Examples of Learning Skills in Action
Let us imagine an ESL teacher working with Grade 8 learners on the topic of environment and recycling.
- Investigating: Students research what materials can be recycled locally.
- Data handling: They record how many items the class recycles in one week and create a bar chart.
- Summarising: Groups present their findings in short oral reports.
- Editing: Students correct each other’s written reports, focusing on grammar and vocabulary.
- Reviewing: Finally, they reflect on the whole project, discussing what went well and what they would improve.
In this way, the ESL lesson moves beyond language practice to genuine skill-building across the curriculum.
Challenges and Solutions
Challenge 1: Language Barriers
Even when students understand a concept, they may struggle to express their ideas in English. This can make it difficult for them to fully participate in class discussions or demonstrate understanding in written work. In CLIL or content-based lessons, this barrier can limit both learning and confidence.
Solution: Teachers can provide scaffolding to support language development alongside content learning. This includes:
- Word banks with key terms and phrases related to the topic.
- Sentence starters to help students form complete responses, e.g., “I think ___ because ___.”
- Visual aids such as diagrams, charts, or pictures to clarify complex ideas.
- Modelling language by showing examples of how to describe processes or explain concepts in English.
Challenge 2: Time Pressure
Teaching both subject content and language skills often requires more time than teaching either separately. Teachers may feel rushed to cover curriculum topics, leaving limited space for language development activities.
Solution: Integrate content and language learning to make the most of lesson time. For example:
- Design dual-purpose activities, such as a note-taking exercise that simultaneously develops listening comprehension and summarising skills.
- Use group work or pair activities to allow students to practise explaining concepts to each other in English while reinforcing understanding of the topic.
- Break lessons into smaller, focused tasks rather than attempting to cover everything at once, ensuring that both content and language objectives are met.
Challenge 3: Teacher Collaboration
CLIL or cross-curricular lessons often require coordination between subject teachers and language teachers. Without collaboration, there can be inconsistencies in skill development, missed opportunities, and unclear expectations for students.
Solution: Encourage structured but manageable collaboration:
- Schedule short, regular meetings to discuss upcoming lessons and identify opportunities to integrate language support.
- Share lesson plans and resources focused on developing specific skills across subjects.
- Use common rubrics or assessment criteria so students receive consistent feedback on both content knowledge and language use.
- Consider co-teaching or team-teaching sessions when possible, to model how content and language can be learned together.
Cognitive Skills: Reflection for Teachers
- Do I give learners enough time to think, explain, and evaluate their work?
- Am I encouraging social interaction, as Vygotsky suggested, so that learning occurs both socially and individually?
- Have I planned clear opportunities for autonomy, allowing learners to take ownership of their work?
Summary: Learning Skills Across the Curriculum
- Learning skills help students learn how to learn and build learner autonomy.
- They include skills like note taking, cooperating, summarising, problem solving, editing, drafting, observing, and investigating.
- These skills are transferable across subjects and support students in both content learning and language development in CLIL.
- Teachers should plan for learning skills, avoiding unnecessary repetition and encouraging consolidation where needed.
- The enquiry approach (problem-based and task-based learning) is highly effective in CLIL.
- ESL classrooms can develop learning skills through projects, group work, surveys, debates, and reflective activities.
- Challenges such as language barriers, time limits, and lack of coordination can be overcome with scaffolding, integrated activities, and teacher collaboration.
- Reflection and feedback are vital for developing learner autonomy and lifelong learning.
Common Questions And Answers
Q1. What are learning skills in CLIL?
They are the mental processes learners use to think and learn, such as recalling, reasoning, hypothesising, and evaluating.
Q2. Why are learning skills important for ESL learners?
LOTS are lower order skills like remembering and ordering. HOTS are higher skills like reasoning, evaluating, and creating.
Q3. Can learning skills be taught in any subject?
It allows learners to process content and language before answering, leading to deeper responses.
Q4. How do teachers plan for learning skills?
Cognitive Academic Language Proficiency helps learners use academic English to process subject content effectively..
Q5. What is the role of group work in learning skills?
Group work develops cooperation, problem solving, and communication. It also reflects real-world learning, where teamwork is often essential.
Q6. How do I support learners who struggle with the language?
Use scaffolding techniques: word banks, visuals, sentence starters, and model examples. Pair stronger learners with weaker ones for peer support.
Q7. What’s the difference between learning skills and learning strategies?
Learning skills are practical abilities (like note taking or summarising). Learning strategies are conscious choices learners make to help them learn (like deciding to underline key words). Both work together in CLIL.
Q8. How does assessment fit with learning skills?
Assessment should not only focus on knowledge but also track how learners use skills. Peer editing, reflective journals, and project work are good ways to assess learning skills.
Learning Skills Across the Curriculum
– A Practice Task
For questions 1–7, Match each classroom activity (1-7) with the main learning skill it develops (A-G).
Classroom Activities:
(1) Learners read a series of short articles in a magazine to identify and summarise mentions of different sports, comparing how each sport is described.
(2) Learners interview grandparents about their experiences during childhood, record the responses, and later create a timeline of key events.
(3) Learners draft a persuasive essay on an environmental issue, then peer-review each other’s drafts for content, structure, and clarity.
(4) Learners analyse survey results from classmates and use a chart to classify data, identify trends, and draw preliminary conclusions.
(5) Learners watch a science demonstration on chemical reactions and take detailed notes, including observations, hypotheses, and conclusions.
(6) Learners design a simple experiment to test plant growth under different light conditions, record the steps, results, and reflect on outcomes.
(7) Learners summarise a short story in their own words, highlighting main ideas, supporting details, and underlying themes.
Learning Skills (Options):
A. Scanning for specific information
B. Conducting investigations
C. Drafting and revising written work
D. Organising information and data
E. Note-taking and summarising
F. Critical thinking and analysis
G. Synthesising information from multiple sources
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.
- 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.
