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

Authors

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

DOI:

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

Keywords:

CLIL, bilingual programme, textbooks, primary education, rubric

Abstract

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.

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Author Biographies

Andrea Ornia Noriega, University of 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, University of 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, University of 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.

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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”.