RT info:eu-repo/semantics/article
T1 Textbooks for Content and Language Integrated Learning: policy, market and appropriate didactics?
A1 Martín del Pozo, Maria Ángeles
A1 Rascón Estébanez, Débora
AB The paper begins by approaching the concept of CLIL (Content and Language IntegratedLearning) providing a brief overview of the history of bilingual education. The influence of the linguisticpolicies of the European Union is discussed along with some beliefs about language teaching and how bothhave influenced the celerity of CLIL implementation, momentum and expansion. There are some indicatorsof the lack of a theoretical framework for CLIL, of insufficient teacher education and or inadequacyof materials. It is necessary to reflect systematically on to what extent commercially published textbooksmatch the demands of bilingual education. The second section centers on CLIL textbooks, mainly thosecommercialized by publishers, by referring to some recent studies which attempt to approach systematicallytheir design and use. Since, by definition CLIL includes both content and language, our research questionis if content books (in English) also include content and language objectives. A corpus of 25 books fromdifferent subjects, years, and publishers is analyzed. The analysis shows an insufficient presence of linguisticobjectives. Some reflections are made about this scarcity with the warning that this lack could hindrancean efficient implementation of CLIL. Thus, it could be said that these textbooks are not the product ofdiscipline or didactic considerations but the result of the logic of market, publishers and linguistic policy.
SN 1698-7799
YR 2015
FD 2015
LK https://uvadoc.uva.es/handle/10324/77349
UL https://uvadoc.uva.es/handle/10324/77349
LA eng
NO 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), pp. 123-141. doi: http://dx.doi.org/10.14516/fde.2015.013.018.007
DS UVaDOC
RD 24-sep-2025