An investigation into CLIL-related sections of EFL coursebooks : issues of CLIL inclusion in the publishing market

The current ELT global coursebook market has embraced CLIL as a weak form of bilingual education and an innovative component to include in General English coursebooks for EFL contexts. In this paper I investigate how CLIL is included in ELT coursebooks aimed at teenaged learners, available to teachers in Argentina. My study is based on the content analysis of four series which include a section advertised as CLIL-oriented. Results suggest that such sections are characterised by (1) little correlation between featured subject specific content and school curricula in L1, (2) oversimplification of contents, and (3) dominance of reading skills development and lower-order thinking tasks. Through this study, I argue that CLIL components become superficial supplements rather than a meaningful attempt to promote weak forms of bilingual education

External Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School System. Final Report Document B: Outline Analysis and Recommendations

Document B is a short version of Document C. Report A summarises its main points. This report (and its supplementary reports, A and B) have been written in response to the Invitation to Tender: External Evaluation of a Proposal for Reorganisation of Secondary Studies in the European Schools for Secondary Years 4, 5, 6 and 7, ref: BSGEE/201401

External Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School System. Final Report Document A: Summary

Document A is a summary of Documents B and C. This report has been written in response to the Invitation to Tender: External Evaluation of a Proposal for Reorganisation of Secondary Studies in the European Schools for Secondary Years 4, 5, 6 and 7, ref: BSGEE/201401. We have been asked in addition, to provide an extended summary, and this document is designed to accommodate this requirement

External Evaluation of a Proposal for the Reorganisation of Secondary Studies in the European School System. Final Report: Document C An Evaluation

This is the full report. Report B is a short version of it. Report A summarises its main points

Developing Tatar-Russian Bilingual Students’ Computer Literacy Using Web-Based Computer Science CLIL Course

© Springer Nature Switzerland AG 2020. Developing students’ computer literacy is the main objective of digitizing education. However, developing students’ computer literacy has its own peculiarities in bilingual regions like the Republic of Tatarstan in the Russian Federation. In general, students with a mother tongue other than Russia, who show a low level of Russian language proficiency, can face the problem of understanding and studying computer interface and using software. Hence, it is essential to implement learning approaches where the second language is not only a curricular subject but also a means of acquiring knowledge. Content and Language Integrated Learning (CLIL) is one of the methodologies of bilingual education, which is focused on teaching academic content through a second language. The aim of the study was to develop bilingual (Tatar-Russian) web-based CLIL course to be used in teaching Computer Science to Tatar-Russian bilingual students. One of the main CLIL strategies is scaffolding which implies support provided by a teacher in a number of different ways. Visualization is one of the teaching strategies used to create educational materials for a CLIL course. Synthesizing verbal and visual elements within the limits of one text optimized the process of semantic perception and understanding text content. The experiment was conducted at the Institute of Philology and Intercultural Communication of Kazan Federal University to verify the effectiveness of CLIL implementation for developing computer literacy of Tatar-speaking students, with 69 first-year Tatar-Russian bilingual students being involved. The results show that the implementation of CLIL as a bilingual technology while teaching Computer Science has a positive impact on developing computer literacy of bilingual students