CLIL in the Foreign Language Classroomproposal of a Framework for ICT Materials Design in Language-Oriented Versions of Content and Language Integrated Learning

  1. Fernández Fontecha, Almudena 1
  1. 1 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

Revista:
Alicante Journal of English Studies / Revista Alicantina de Estudios Ingleses: RAEI
  1. González Fernández-de-Sevilla, José-Manuel (coord.)
  2. Wilson, Richard (coord.)
  3. Bellis, Clive A. (coord.)

ISSN: 0214-4808 2171-861X

Año de publicación: 2012

Título del ejemplar: Global Shakespeare

Número: 25

Páginas: 317-334

Tipo: Artículo

DOI: 10.14198/RAEI.2012.25.22 DIALNET GOOGLE SCHOLAR lock_openRUA editor

Otras publicaciones en: Alicante Journal of English Studies / Revista Alicantina de Estudios Ingleses: RAEI

Resumen

A shortage of materials and guidelines that link CLIL theory to classroom practice has been reported in research about the European context. In all versions of CLIL implementation, the sequence of non-linguistic contents should be the point of departure for the sequence of linguistic contents. However, the teacher’s previous work to materials delivery will differ depending on the particularities of each possible CLIL scenario. In content-oriented versions of CLIL, the non-linguistic contents are already set in the official curriculum. In language-oriented versions, the language teacher has to define the sequence of non-linguistic contents by preserving the objectives of the foreign language curriculum. This paper describes the Content and Language Processing Sequence (CLPS), a tool devised for supporting the selection of non-linguistic contents, the treatment of the language component, and the design of ICT materials in a CLIL model for the foreign language classroom.

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