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

Almudena Fernández Fontecha ^[1]
1. [1] Universidad de La Rioja
  
  Universidad de La Rioja
  
  Logroño, España
Localización: Alicante Journal of English Studies / Revista Alicantina de Estudios Ingleses: RAEI, ISSN-e 2171-861X, ISSN 0214-4808, Nº. 25, 2012 (Ejemplar dedicado a: Global Shakespeare / coord. por José-Manuel González Fernández-de-Sevilla, Richard Wilson, Clive A. Bellis), págs. 317-334
Idioma: inglés
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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.