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CLIL only works for high-achieving students.
False (CLIL can be adapted for all learners, including those with different abilities.)
CLIL promotes intercultural awareness.
True (It helps students learn about different cultures through language and content.)
In CLIL, grammar is not important.
False (Grammar is integrated naturally but still plays a role in communication.)
CLIL makes learning more engaging and meaningful.
True (Students learn language in real-life contexts, which increases motivation.)
Teachers in CLIL classrooms should avoid using students' first language (L1).
False (Strategic use of L1 can support understanding and learning.)
CLIL lessons should be taught exactly like traditional language lessons.
False (CLIL focuses on integrating content with language learning, so methods differ).)
CLIL encourages both higher-order thinking (analysis, evaluation) and lower-order thinking (remembering, understanding).
True
CLIL does not require collaboration between language and subject teachers. →
False (Collaboration is key for successful CLIL implementation.)
CLIL helps students develop both academic and real-world communication skills.
True
Assessment in CLIL only focuses on language proficiency.
False (Both content knowledge and language skills are assessed.)
CLIL stands for Content and Language Integrated Learning.
True
In CLIL, language learning is more important than content learning.
False (Both are equally important.)
CLIL can only be used for teaching English.
False (It can be used with any foreign language.)
CLIL focuses only on speaking skills.
False (It develops all language skills: listening, speaking, reading, and writing.)
Teachers in CLIL classrooms must be native speakers of the target language.
False (They need language proficiency but don’t have to be native speakers.)
CLIL is used in primary, secondary, and higher education.
True
