A rubric model to analyse CLIL textbooks in Primary Education

Andrea Ornia Noriega; Alberto Fernández Costales; Fernando Herce Sánchez

doi:10.30827/portalin.vi41.27547

Autores/as

Andrea Ornia Noriega Universidad de Oviedo https://orcid.org/0009-0004-5281-4249
Alberto Fernández Costales Universidad de Oviedo https://orcid.org/0000-0002-5120-8181
Fernando Herce Sánchez Universidad de Oviedo https://orcid.org/0009-0005-8986-7480

DOI:

https://doi.org/10.30827/portalin.vi41.27547

Palabras clave:

AICLE, programa bilingüe, libro de texto, educación primaria, rúbrica

Resumen

La implementación del Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) requiere de una planificación eficaz, en la cual los materiales y recursos juegan un papel importante. De hecho, la investigación en este campo señala que el profesorado identifica la escasez de materiales y recursos de AICLE como una de las principales dificultades en sus clases. Sorprendentemente, los materiales y recursos de AICLE han recibido escasa atención, a pesar de que los docentes reconocen la escasa calidad de muchos libros de texto. El presente artículo incluye los resultados análisis de libros AICLE utilizados en educación primaria en el programa bilingüe del Principado de Asturias. El instrumento de recogida de información fue una rúbrica de evaluación ad-hoc con la que registrar información acerca de la organización, metodología e integración del marco de las 4Cs de los libros. Los resultados obtenidos proporcionan información precisa sobre la adecuación de los libros de texto AICLE a los principios metodológicos característicos de este enfoque, facilitando también al profesorado un instrumento práctico y eficaz para su uso propio de cara a la selección del libro de texto que más se ajuste a su contexto educativo.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Andrea Ornia Noriega, Universidad de Oviedo

Andrea Ornia is a teacher of ESL (English as a Second Language) in Primary Education who is specialised in CLIL (Content and Language Integrated Learning). Nowadays, she is a PhD student at the University of Oviedo and holds a Severo Ochoa grant which finances her research focused on the analysis of CLIL in Asturias and the use of materials and resources in Primary Education.

Alberto Fernández Costales, Universidad de Oviedo

I am an Associate Lecturer at the University of Oviedo (Spain), where I teach applied linguistics. My research interests lie primarily in foreign language teaching, bilingual education, Content and Language Integrated Learning, and Audiovisual Translation applied to language learning. In the last 5 years I have published 33 indexed papers and I have been engaged in 15 international research projects. I referee for several JCR journals in the fields of language teaching, applied linguistics, bilingual education, and Translation Studies, and I also evaluate projects for the Spanish National Agency for Evaluation and Prospective, the FNRS (Belgium), and the CFCA (Latvia). I have been a visiting scholar at the Imperial College of Science and Technology (London), the University of Melbourne (Australia), the Catholic University of Leuven (Belgium), the University of Regensburg (Germany) and the Autonomous University of Barcelona. I have served as the Director for Internationalization and Graduate Programmes, and I have coordinated the Masters' Degree in Content and Language Integrated Learning. Currently, I coordinate the PhD Programme in Education and Psychology at the University of Oviedo. Since 2020, I am Associate Editor of Perspectives: Studies in Translation Theory and Practice,

Fernando Herce Sánchez, Universidad de Oviedo

Fernando Herce is a teacher of ESL (English as a Second Language) in Primary Education who is specialised in CLIL (Content and Language Integrated Learning). Nowadays, he is a PhD student at the University of Oviedo whose research is based on the analysis of the integration of audiovisual fiction in the Asturian bilingual programme in Primary Education.

Citas

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”.