English language teaching goes CLIL: fostering literacy and language development in secondary schools in Spain

In recent decades, content and language integrated learning (CLIL) has become a widespread pedagogic innovation in schools all over Europe and in Spain particularly. By virtue of this approach, a foreign language, very frequently English, becomes the language of instruction of one or several curricu...

Descripción completa

Detalles Bibliográficos
Autor: Halbach, Ana María|||0000-0003-3172-061X
Tipo de recurso: libro
Fecha de publicación:2020
País:España
Institución:Universidad de Alcalá (UAH)
Repositorio:e_Buah Biblioteca Digital Universidad de Alcalá
Idioma:inglés
OAI Identifier:oai:ebuah.uah.es:10017/67978
Acceso en línea:http://hdl.handle.net/10017/67978
https://dx.doi.org/10.4324/9781315661032
Access Level:acceso abierto
Palabra clave:Curriculum design
CLIL
English language teaching
Filología
Philology
id ES_08f2cf88f849aeef378caeeec6486a90
oai_identifier_str oai:ebuah.uah.es:10017/67978
network_acronym_str ES
network_name_str España
repository_id_str
spelling English language teaching goes CLIL: fostering literacy and language development in secondary schools in SpainHalbach, Ana María|||0000-0003-3172-061XCurriculum designCLILEnglish language teachingFilologíaPhilologyIn recent decades, content and language integrated learning (CLIL) has become a widespread pedagogic innovation in schools all over Europe and in Spain particularly. By virtue of this approach, a foreign language, very frequently English, becomes the language of instruction of one or several curricular subjects, thereby increasing students? exposure to the language, thus hopefully helping them to reach higher levels of proficiency. However, learning in a foreign language requires more than just changing the language of instruction, making it necessary to develop new approaches to teaching to make sure knowledge construction is as effective as in the mother tongue and students are provided the necessary linguistic scaffolding to guarantee their language development. While this need for methodological change has been acknowledged for teaching the content subjects, it has not equally been recognised for teaching the foreign language itself, thus creating a situation in which the changed needs and possibilities of students in relation to the foreign language are recognised in content-subject teaching but much less so in foreign language teaching. In the Spanish context, and more specifically in the autonomous community of Madrid, a first attempt to adapt foreign language teaching to the nature of CLIL was made by creating what is known as the Advanced English curriculum, where, alongside traditional language lessons, often centred around grammar, students are required to read, and learn about, literature of the English-speaking world. After a seven-year experience of implementing this curriculum, with many English teachers criticising it for its lack of coherence and meaningfulness and many content teachers complaining about its limited relevance to the actual needs of students, the educational authorities decided to completely change the approach to teaching English in secondary schools, implementing a CLIL approach. The rationale behind this new curriculum was twofold: on the one hand, the English lessons should contribute to help students meet the challenges of learning new content through a foreign language by developing the necessary literacy skills, academic abilities and learning strategies. On the other, the English language curriculum should maintain its focus on cultural aspects of the language approached by means of its literature. This chapter describes the process followed to create this new curriculum and how it was designed to meet the changed needs of learners in the context of CLIL programs.RoutledgeUniversidad de Alcalá. Departamento de Filología Moderna20202020-01-01bookhttp://purl.org/coar/resource_type/c_2f33NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/bookapplication/pdfhttp://hdl.handle.net/10017/67978https://dx.doi.org/10.4324/9781315661032reponame:e_Buah Biblioteca Digital Universidad de Alcaláinstname:Universidad de Alcalá (UAH)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccessoai:ebuah.uah.es:10017/679782026-06-18T11:13:07Z
dc.title.none.fl_str_mv English language teaching goes CLIL: fostering literacy and language development in secondary schools in Spain
title English language teaching goes CLIL: fostering literacy and language development in secondary schools in Spain
spellingShingle English language teaching goes CLIL: fostering literacy and language development in secondary schools in Spain
Halbach, Ana María|||0000-0003-3172-061X
Curriculum design
CLIL
English language teaching
Filología
Philology
title_short English language teaching goes CLIL: fostering literacy and language development in secondary schools in Spain
title_full English language teaching goes CLIL: fostering literacy and language development in secondary schools in Spain
title_fullStr English language teaching goes CLIL: fostering literacy and language development in secondary schools in Spain
title_full_unstemmed English language teaching goes CLIL: fostering literacy and language development in secondary schools in Spain
title_sort English language teaching goes CLIL: fostering literacy and language development in secondary schools in Spain
dc.creator.none.fl_str_mv Halbach, Ana María|||0000-0003-3172-061X
author Halbach, Ana María|||0000-0003-3172-061X
author_facet Halbach, Ana María|||0000-0003-3172-061X
author_role author
dc.contributor.none.fl_str_mv Universidad de Alcalá. Departamento de Filología Moderna
dc.subject.none.fl_str_mv Curriculum design
CLIL
English language teaching
Filología
Philology
topic Curriculum design
CLIL
English language teaching
Filología
Philology
description In recent decades, content and language integrated learning (CLIL) has become a widespread pedagogic innovation in schools all over Europe and in Spain particularly. By virtue of this approach, a foreign language, very frequently English, becomes the language of instruction of one or several curricular subjects, thereby increasing students? exposure to the language, thus hopefully helping them to reach higher levels of proficiency. However, learning in a foreign language requires more than just changing the language of instruction, making it necessary to develop new approaches to teaching to make sure knowledge construction is as effective as in the mother tongue and students are provided the necessary linguistic scaffolding to guarantee their language development. While this need for methodological change has been acknowledged for teaching the content subjects, it has not equally been recognised for teaching the foreign language itself, thus creating a situation in which the changed needs and possibilities of students in relation to the foreign language are recognised in content-subject teaching but much less so in foreign language teaching. In the Spanish context, and more specifically in the autonomous community of Madrid, a first attempt to adapt foreign language teaching to the nature of CLIL was made by creating what is known as the Advanced English curriculum, where, alongside traditional language lessons, often centred around grammar, students are required to read, and learn about, literature of the English-speaking world. After a seven-year experience of implementing this curriculum, with many English teachers criticising it for its lack of coherence and meaningfulness and many content teachers complaining about its limited relevance to the actual needs of students, the educational authorities decided to completely change the approach to teaching English in secondary schools, implementing a CLIL approach. The rationale behind this new curriculum was twofold: on the one hand, the English lessons should contribute to help students meet the challenges of learning new content through a foreign language by developing the necessary literacy skills, academic abilities and learning strategies. On the other, the English language curriculum should maintain its focus on cultural aspects of the language approached by means of its literature. This chapter describes the process followed to create this new curriculum and how it was designed to meet the changed needs of learners in the context of CLIL programs.
publishDate 2020
dc.date.none.fl_str_mv 2020
2020-01-01
dc.type.none.fl_str_mv book
http://purl.org/coar/resource_type/c_2f33
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/book
format book
dc.identifier.none.fl_str_mv http://hdl.handle.net/10017/67978
https://dx.doi.org/10.4324/9781315661032
url http://hdl.handle.net/10017/67978
https://dx.doi.org/10.4324/9781315661032
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-ShareAlike 4.0 International
http://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-ShareAlike 4.0 International
http://creativecommons.org/licenses/by-nc-sa/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Routledge
publisher.none.fl_str_mv Routledge
dc.source.none.fl_str_mv reponame:e_Buah Biblioteca Digital Universidad de Alcalá
instname:Universidad de Alcalá (UAH)
instname_str Universidad de Alcalá (UAH)
reponame_str e_Buah Biblioteca Digital Universidad de Alcalá
collection e_Buah Biblioteca Digital Universidad de Alcalá
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869403077626298369
score 15.811543

Similares en LA Referencia