Reflection on Our First Presentation: CLIL and CBI

In our first presentation, we worked on CLIL and CBI, and this helped me understand that language learning can be more meaningful when it is connected to content from other subjects. Before this, I mostly thought of English classes as spaces to learn grammar and vocabulary. However, this presentation showed me that students can also learn academic content while developing their language skills. I found this very interesting because it makes English more useful and connected to real life.

One of the most important things I learned is that both approaches connect language and content, but in different ways. CLIL gives importance to both, while CBI focuses more on using content as a way to learn language. This made me realize that teachers need to choose the approach carefully depending on their students and their goals.


A clear example of this was the “Saving Water with Math” activity. In this lesson, students worked with mathematical ideas such as liters, milliliters, and problem solving, while also using English to understand instructions and complete tasks. I think this activity was meaningful because it connected language, content, and a real-life issue: water conservation. It showed me that learning can be more engaging when students use English for a practical purpose.

In conclusion, this experience helped me see that CLIL and CBI can make classes more dynamic, useful, and relevant. They also remind me that teaching English can go beyond the textbook and become a more integrated learning experience.





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