Critically Evaluating Materials for CLIL: Practitioners’ Practices and Perspectives

Morton, Tom

doi:10.1057/9781137384263_6

Cited by 34 publications

(43 citation statements)

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“…However, they selected sections that responded to the content topic and the language under focus. This seems to contradict the findings from Morton's (2013) survey. One plausible reason for such a difference may be due to the fact that CLIL was envisaged as language-driven, rather than content-driven, as in Morton's study.…”

Section: Teacher-developed Materials: Topics and Sourcescontrasting

confidence: 72%

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Teachers develop CLIL materials in Argentina: A workshop experience

Banegas¹

2016

laclil

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Content and language integrated learning (CLIL) is a Europe-born approach. Nevertheless, CLIL as a language learning approach has been implemented in Latin America in different ways and models: content-driven models and language-driven models. As regards the latter, new school curricula demand that CLIL be used in secondary education in Argentina and that teacher pedagogies and materials match the L1 curriculum and overall context. Therefore, teachers initially educated in other paradigms need professional development opportunities to understand CLIL as an innovative language teaching approach. The aim of this article is to reflect on CLIL materials produced by a group of Argentinian teachers as part of a professional development workshop. In this article, I shall first conceptualize CLIL and review the literature around CLIL materials. Then, I describe the workshop and offer content analysis of participants' lesson plans. I shall conclude with emergent working principles based on these participants' practices and suggestions for further research.

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Section: Teacher-developed Materials: Topics and Sourcescontrasting

confidence: 72%

“…According to Morton (2013), a key question is how to ensure that materials provide opportunities for both language learning and content learning. He proposes a set of can-do statements, emphasizing that CLIL materials:…”

mentioning

confidence: 99%

Teachers develop CLIL materials in Argentina: A workshop experience

Banegas¹

2016

laclil

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“…Creating CLIL materials is not easy, demanding considerable expertise from teachers (knowledge of content subject, foreign language and key notions of CLIL approach). Moreover, it is time-consuming (Laborda, 2011), especially when teachers have to make their courses from scratch (Morton, 2013) and constantly update them. In Morton's study, 90% of teachers reported that they had to designing all materials for their CLIL courses by themselves.…”

Section: Clil and Foreign Language Learningmentioning

confidence: 99%

“…Some subject areas (e.g. history or arts) are culturally biased (Morton, 2013) and cannot be applied universally. In addition, the requirements for high-quality CLIL materials include a connection between students' lives, community, target learning, and different cultures, while avoiding stereotyping related to factors such as race, ethnicity, socioeconomic status, gender, and age-related stereotyping (Mehisto, 2012).…”

Section: Clil and Foreign Language Learningmentioning

confidence: 99%

Culture through comparison: creating audio-visual listening materials for a CLIL course

Zhyrun¹

2016

laclil

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Authentic listening has become a part of CLIL materials, but it can be difficult to find listening materials that perfectly match the language level, length requirements, content, and cultural context of a course. The difficulty of finding appropriate materials online, financial limitations posed by copyright fees, and necessity to produce intellectual work led to the idea of designing videos specifically for a university level CLIL course. This article presents a brief overview of current approaches to creating CLIL materials, gives rationale for recording of CLIL audio-visual materials, and discusses their challenges. It provides an example of audio-visual materials design for listening comprehension taking into consideration educational and cultural contexts, course content, and language learning outcomes of the program. In addition, it discusses advantages and limitations of created audio-visual materials by contrasting them with authentic materials of similar type found on YouTube. According to a pilot survey, language used in recorded CLIL videos is easier to understand than the language used in YouTube videos. The content of CLIL videos is more related to students' life and they experience more positive emotions while watching them. CLIL videos bridge the gap between the concepts studied and a local culture making the learning more meaningful and enjoyable.Key words: CLIL materials; culture; foreign language; listening; video recordings. La cultura a través de la comparación: la creación de materiales audiovisuales de escucha para un curso AICLE ResumenLa escucha de textos auténticos se ha convertido en una parte de los materiales AICLE, pero puede ser difícil encontrar materiales de escucha que coincidan perfectamente con el nivel de lengua, los requisitos en cuanto a longitud, contenido y contexto cultural de un curso específico. La dificultad de encontrar materiales apropiados en línea, las limitaciones financieras impuestas por las tarifas de derechos de autor y la necesidad para producir trabajo intelectual condujeron a la idea de diseñar videos específicamente para un curso AICLE de nivel universitario. Este artículo presenta una breve descripción de los enfoques actuales para la creación de materiales AICLE, fundamenta algunos principios para la grabación de material audiovisual de AICLE y analiza los retos en este proceso. También, proporciona un ejemplo de diseño de materiales audiovisuales para la comprensión auditiva teniendo en cuenta los contextos educativos y culturales, el contenido del curso y los resultados del programa de aprendizaje de la lengua. Además, el artículo analiza las ventajas y restricciones del material audiovisual creado, contrastándolo con materiales auténticos de corte similar que se encuentran en YouTube. Según la encuesta de la fase de pilotaje, el lenguaje utilizado en los videos AICLE grabados es de más fácil comprensión que el lenguaje utilizado en los videos de YouTube. El contenido de los videos AICLE está más relacionado con la vida de los estudiantes, y s...

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“…Morton also states that CLIL impacts not only the field of language teaching, but also the curriculum, as non-language subjects are involved. [2] Coyle brings forward 4Cs framework which focus on the connections of four aspects: content (subject matter), communication (language), cognition (learning and thinking), culture (social awareness of self and "otherness"). All of these aspects are interwoven and must be conducted in a whole in practice.…”

Section: Theoretical Basismentioning

confidence: 99%

Teaching “Greek and Roman Mythology” in a CLIL Classroom: Towards a New Approach

Ji¹

2019

Proceedings of the 2019 4th International Conference on Social Sciences and Economic Development (ICSSED 2019)

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Content and Language Integrated Learning (CLIL) is an educational approach that puts dual focus on both language and content. It adopts the 4Cs framework, namely content, communication, cognition and culture to form a unity of content and language learning. The author applies this concept to the course of "Greek and Roman Mythology" in English teaching. The paper discusses the selection of teaching materials, the design of teaching mode and the unity of 4C framework, aiming at establishing a systematic teaching mode.

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Critically Evaluating Materials for CLIL: Practitioners’ Practices and Perspectives

Cited by 34 publications

References 0 publications

Teachers develop CLIL materials in Argentina: A workshop experience

Teachers develop CLIL materials in Argentina: A workshop experience

Culture through comparison: creating audio-visual listening materials for a CLIL course

Teaching “Greek and Roman Mythology” in a CLIL Classroom: Towards a New Approach

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