CLIL teachers’ materials: Sciencetextbook’s evaluative template
Autor:
Codina-Fernández, Judit
Fecha:
05/01/2019Palabra clave:
Tipo de Ítem:
masterThesis![Open Access Open Access](/themes/Mirage2/images/reunir/openaccess.png)
Resumen:
The textbook is an object which is present in almost all classrooms. Moreover, in the
majority of cases, it is the basis of the student’s learning process. Teachers spent
most of the time in class using the textbook, which provides them with guidance,
activity design and multiple resources Although disadvantages can be found in the
textbooks’ usage, it is certain that they are still used a lot in teaching, mostly in
subjects in which the language used is not the students’ mother tongue, as it is the
case in bilingual education. For this reason and in terms of CLIL methodology, a
textbook evaluation process is needed in order to better attain the CLIL
fundamentals, the learning goals and the target group needs.
Bearing the aforementioned reasons in mind, this study’s main objective is to create
a CLIL Science evaluation template to attend one of the reasons mentioned above:
the CLIL fundamentals. Therefore, the present study’s template lays its basis on
Coyle’s 4C’s framework and the main features this theory implies (the Language
Triptych, Bloom’s taxonomy, BICS and CALP, intercultural awareness…). Moreover,
in order to attain the main objective, an analysis among three CLIL textbooks
evaluation template is carried out in this study. Besides, the final template is applied
to three different CLIL Science textbooks from 3rd grade level aiming to validate the
template.
In consequence of the fact that textbooks’ usage often relies on teachers’ own
teaching manner and objectives, the final template aims to be a useful tool to analyse
and evaluate CLIL Science textbook focusing on the 4C’s framework in order to
choose the most effective one or to better know its strengths and weaknesses.
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