Textbooks for content and language integrated learning: policy, market and appropriate didactics? Libros de texto para el aprendizaje integrado de contenidos y lengua extranjera: política, mercado y ¿una didáctica adecuada? María Ángeles Martín del Pozo (Universidad de Valladolid. España), Débora Rascón Estébanez (Universidad de Valladolid. España).

Autor/inn/en	Ángeles Martín del Pozo, María; Rascón Estébanez, Débora
Titel	Textbooks for content and language integrated learning: policy, market and appropriate didactics? Libros de texto para el aprendizaje integrado de contenidos y lengua extranjera: política, mercado y ¿una didáctica adecuada? María Ángeles Martín del Pozo (Universidad de Valladolid. España), Débora Rascón Estébanez (Universidad de Valladolid. España).
Quelle	In: Foro de educación, 13 (2015) 18, S. 123-141 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 138-140
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1698-7802
DOI	10.14516/fde.2015.013.018.007
Schlagwörter	Englisch; Englischunterricht; Schulbuch; Spanien; Sprachunterricht; Buchproduktion; Europäische Union; Schulbuch; Sprachunterricht; Bilingualer Unterricht; Englisch; Englischunterricht; Buchproduktion; Europäische Union; Spanien
Abstract	The paper begins by approaching the concept of CLIL (Content and Language Integrated Learning) providing a brief overview of the history of bilingual education. The influence of the linguistic policies of the European Union is discussed along with some beliefs about language teaching and how both have influenced the celerity of CLIL implementation, momentum and expansion. There are some indicators of the lack of a theoretical framework for CLIL, of insufficient teacher education and or inadequacy of materials. It is necessary to reflect systematically on to what extent commercially published textbooks match the demands of bilingual education. The second section centers on CLIL textbooks, mainly those commercialized by publishers, by referring to some recent studies which attempt to approach systematically their design and use. Since, by definition CLIL includes both content and language, our research question is if content books (in English) also include content and language objectives. A corpus of 25 books from different subjects, years, and publishers is analyzed. The analysis shows an insufficient presence of linguistic objectives. Some reflections are made about this scarcity with the warning that this lack could hindrance an efficient implementation of CLIL. Thus, it could be said that these textbooks are not the product of discipline or didactic considerations but the result of the logic of market, publishers and linguistic policy.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2017/1