Aprendizaje autónomo en la adquisición de segundas lenguas.

Sin resumenAutonomy in second language Iearning has become a priority over the last few decades. Modern lifestyles along with the search for personal objectives when Iearning new languages have rnade necessary individualization in the Iearning process. In the Pubtic University of Navarre, an enriching experience 1-1, Holec, Apprendre ¿1 apprendrc et a~~prentissage héréro-di~-igé, Hachetle, Col. Rechcrclies ci Applicalions/Lc Franyais dans le Monde, 1992, p. 48. flidúcUca, 9, 183-193, Servicio de Publicaciones UCM. Madrid, 199'? l 84 Yolanda Rui2 dc ¿acabe ha: taken place, which tries te answer the needs of each and every student who has been involved in our autonomous-learning programme

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