Hi I have been teaching English in my country for over 2 years. i was trained in the theory of the Multiple Intelligences. Now Our boss wants us to work according to CLIL....Content and Language Integrated Learning. I dont know what that is since she wants the teachers to investigate about it themselves...I have been doing some research and I haven´t found anything really new about this....what do you think?
Welcome to the Forums!

I hadn't heard about CLIL - it seems to be more popular in Europe than in the US.

Here is a gook link to start - http://www.teachingenglish.org.uk/articles/clil-%E2%80%93-how-do-it
Hello. CLIL is about creating an English learning environment throughout the school curriculum, it's not what happens just in English lessons. It means that school children will learn geography, science or history in English. If you are teaching in the school system and your boss wants CLIL, it's up to him to do something about it.
Likewise, multiple intelligences isn't a method for teaching English, neither is it the content of an English course. Teachers can apply the principles of multiple intelligences theory in the teaching -- it's a way of perceiving the learner.
Who and where are you teaching? If you are teaching adults in their own countries you need a kind of program and approach which is more directly appropriate to their needs than the kind of approaches you have just arrived in your post. Adult learners are able to apply their brains to learning in a more harnessed and focused way than developing children do and benefit from a more focused approach, especially when there are few hours available for learning. I've been looking at the new method for teaching in this kind of situation based on what is described as Structured Interaction -- the programme I have found out about is called SpeakYourMind and it seems a very intriguing synthesis of different strands of teaching approaches and strategies. It also has a very pragmatic perspective regarding multiple intelligences. Rather than seeing individuals in terms of their type of intelligence it works on the assumption that each individual has all these intelligences, although not in equal shares, and is able to coordinate these in order to best be receptive to learning.