A rubric model to analyse CLIL textbooks in Primary Education

  1. Ornia Noriega, Andrea 1
  2. Fernández Costales, Alberto 1
  3. Herce Sánchez, Fernando 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Aldizkaria:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Argitalpen urtea: 2024

Zenbakia: 41

Mota: Artikulua

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Laburpena

The implementation of Content and Language Integrated Learning (CLIL) in Primary Education requires efficient planning, in which materials and resources play a paramount role. In fact, research in the field has brought to the fore that teachers consistently identify the lack of specific materials and resources as a major difficulty in their classes. Strikingly, CLIL materials and resources have received scant scholarly attention so far, even though many teachers complain about the quality of CLIL textbooks. This study presents the results of the analysis of CLIL textbooks used in Primary Education in the bilingual programme, of the Principality of Asturias. The research tool was a rubric designed ad-hoc to gather information on the organization, methodology and integration of the 4Cs framework of the textbooks. The results of the content analyses report evidence on the adequacy of CLIL textbooks to the methodological principles which characterise this approach, also providing teachers with an efficient and practical tool for the selection of their most adequate textbook according to their educational context.

Erreferentzia bibliografikoak

  • Anderson, L. W., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., Raths, J., & Wittrock, M. (2001). Anderson and Krathwohl Bloom’s taxonomy revised understanding the new version of Bloom’s taxonomy: Longman.
  • Banegas, D. L. (2014). An investigation into CLIL-related sections of EFL coursebooks: Issues of CLIL inclusion in the publishing market. International Journal of Bilingual Education and Bilingualism, 17(3), 345–359.
  • Banegas, D. L. (2016). Teachers develop CLIL materials in Argentina: A workshop experience. Latin American Journal of Content & Language Integrated Learning, 9(1), 17-36.
  • Banegas, D. L., & Tavella, G. (2021). Language-driven CLIL in primary education: An analysis of general English coursebooks in Argentina. In C. Hemmi & D. L. Banegas (Eds.), International Perspectives on CLIL (pp. 239–258). Springer. https://doi.org/10.1007/978-3-030-70095-9_12
  • Barrios, E., & Acosta-Manzano, I. (2020). Primary students’ satisfaction with CLIL and perceived CLIL linguistic difficulty. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2020.1759610
  • Bilingual Team SM. (2018). Natural Science, 3 Primary: Más Savia. SM and University of Dayton Publishing.
  • Bilingual Team SM. (2022). Natural Science 3 Primary Proyecto Revuela. SM and University of Dayton Publishing.
  • Blair, A., Cadwallader, J., & Cerviño, I. (2015). Oxford Think Do! Learn Natural Science 3o Primaria. Oxford University Press España.
  • Bloom, B. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: The cognitive domain. McKay.
  • Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational psychologist, 26(3-4), 369–398.
  • Buckingham, L. R., Fernández Álvarez, M., & Halbach, A. (2022). Differences between CLIL and non-CLIL students: Motivation, autonomy and identity. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2102641
  • Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243–262. https://doi.org/10.1093/applin/amt011
  • Consejería de Educación y Cultura. (2018). Mapa de Centros Bilingües. Retrieved the 1st of March of 2023 from: https://www.educastur.es/lenguas-extranjeras/programas/bilingue/centros
  • Coyle, D. (1999). Supporting students in content and language integrated contexts: planning for effective classrooms. In Masih, J. (Ed.), Learning through a foreign language – models, methods and outcomes (pp. 46-62). Centre for Information on Language Teaching and Research.
  • Coyle, D. (2005). CLIL planning tools for teachers 4Cs curriculum guidance 3As lesson planning tool matrix audit tool for tasks & materials. University of Nottingham.
  • Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated Learning. Cambridge University Press.
  • Cummins, J. (1980). The entry and the exit fallacy in bilingual education. NABE journal. 4(3), 25-59.
  • Czura, A. (2017). Translation is not enough. The need for pedagogical adaptation in CLIL textbook development. Porta Linguarum: Revista Internacional de Didáctica de Las Lenguas Extranjeras, 27, 35–46. https://doi.org.10.30827/Digibug.53950
  • Decreto 57/2022, de 5 de agosto, por el que se regula la ordenación y se establece el currículo de la educación Primaria en el Principado de Asturias. Boletín Oficial del Principado de Asturias, 156, del 12 de agosto de 2022. https://sede.asturias.es/bopa/2022/08/12/2022-06337.pdf
  • Decreto 82/2014 de 28 de agosto, por el que se regula la ordenación y establece el currículo de la educación Primaria en el Principado de Asturias. Boletín Oficial del Principado de Asturias, 202, del 30 de agosto de 2014. https://sede.asturias.es/bopa/2014/08/30/2014-14753.pdf
  • Hall, E. T. (1976). Beyond culture. Doubleday.
  • Harwood, N. (2013). English language teaching textbooks: Content, consumption, production. Springer.
  • Ioannou-Georgiou, S., & Ramírez, M. D. (2011). Stories as a Tool for Teaching and Learning in CLIL. In S. Ioannou-Georgiou & P. Pavlou (Eds.), Guidelines for CLIL implementation in primary and pre-primary education (pp. 137–155). Cyprus Pedagogical Institute.
  • Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, 340, del 30 de diciembre de 2020. https://www.boe.es/eli/es/lo/2020/12/29/3/dof/spa/pdf
  • Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. Boletín Oficial del Estado, 295, del 10 de diciembre de 2013. https://www.boe.es/buscar/pdf/2013/BOE-A-2013-12886-consolidado.pdf
  • Martín Del Pozo, M. A., & Rascón Estébanez, D. (2015). Textbooks for content and language integrated learning: Policy, market and appropriate didactics? Foro de Educación, 13(18), 123–141.
  • Medina, B. L. (2016). Developing a CLIL textbook evaluation checklist. Latin American Journal of Content & Language Integrated Learning, 9(1).
  • Mehisto, P. (2012). Criteria for producing CLIL learning material. Encuentro, 21, 15–33.
  • Meyer, O. (2010). Towards quality-CLIL: Successful planning and teaching strategies. Pulso, 33, 11–29.
  • Moore, P., & Lorenzo, F. (2007). Adapting authentic materials for CLIL classrooms: An empirical study. VIEWZ: Vienna English Working Papers, 16(3), 28–35.
  • Morton, T. (2013). Critically evaluating materials for CLIL: Practitioners’ practices and perspectives. In J. Gray (Ed.), Critical perspectives on language teaching materials (pp. 111-136). Palgrave Macmillan, London.
  • Mukundan, J., Hajimohammadi, R., & Nimehchisalem, V. (2011). Developing an English language textbook evaluation checklist. Contemporary Issues in Education Research (CIER), 4(6), 21–28.
  • Page, D., & Benander, R. (2016). Cultural products and practices leading to cultural perspectives: Practical applications. The Journal for Research and Practice in College Teaching, 1(1), 1–10. https://journals.uc.edu/index.php/jrpct/article/view/621
  • Pérez-Cañado, M. L. (2018). The effects of CLIL on L1 and content learning: Updated empirical evidence from monolingual contexts. Learning and Instruction, 57, 18–33. https://doi.org/10.1016/j.learninstruc.2017.12.002
  • Peyró, M. C. R., Herrero, E. C., & Llamas, E. (2020). Thinking skills in Primary Education: An Analysis of CLIL Textbooks in Spain. Porta Linguarum: Revista Internacional de Didáctica de Las Lenguas Extranjeras, 33, 183–200.
  • Reilly, V., Bazo, P., Peñate, M. & Reilly, J. (2022). Oxford CLIL World Natural Sciences 3. Oxford University Press España.
  • Sánchez-Reyes, S. (2011). The Common European Framework of Reference. In S. House (Ed.), Inglés. Complementos de formación disciplinar: Theory and practice in English language teaching (pp. 85–100). Graó.
  • San Isidro, X. (2019). The multi-faceted effects of CLIL: A literature review. Nexus Aedean Journal, 4(17), 33–49.
  • Santillana Educación, S.L. (2021). Natural Science Basics 3 Primary. Santillana Educación, S.L and Richmond
  • Santillana Educación, S.L. (2022). World Makers Natural Science Students book 3. Santillana Educación, S.L. and Richmond.
  • Santo-Tomás González, M. (2011). From low to high order thinking skills in CLIL Science Primary textbooks: A challenge for teachers and publishers. Unpublished Master’s Thesis. Universidad Complutense de Madrid.
  • Thomas, J. W. (2000). A review of research on project-based learning. Buck Institute for Education.
  • FUNDING INFORMATION
  • This research has been supported by “Programa Severo Ochoa de Ayudas Predoctorales para la formación en investigación y docencia del Principado de Asturias”.
Datuen iturria: Dialnet