An analysis of textbook materials for the integrated teaching of History and English in Secondary Education

The importance of CLIL and the great interest around it can be understood by the new demands in education and the changing social and economic forces that affect the use of languages in applied contexts today. The TFM here presented intends to establish the key elements of CLIL methodology, reviewing the theoretical and methodological frameworks informing CLIL methodology in order to identify its basic characteristics for all material designs to fulfill. The main aim of this paper is to examine to what extent they are applied in a text-book for History used in CLIL- learning today in a 2nd year of Compulsory Secondary Education course. For that, a list of ten criteria has been developed to be used as a relevant tool for teachers when choosing a potentially effective CLIL textbook for their classes. They will follow the guidelines of two existing CLIL models in terms of SLA and content support. Finally, possible niches for improvement will tried to be detected, always in order to increase students’ interest for the subject and to help their content and language learning.<br /

Lost cities as a virtual experience: the example of pre-earthquake Lisbon

info:eu-repo/semantics/publishedVersio