Teachers develop CLIL materials in Argentina: A workshop experience

Dario Luis Banegas

doi:10.5294/5460

Authors

Dario Luis Banegas Author Warwick University, Coventry, UK & Ministerio de Educación del Chubut, Argentina

DOI:

https://doi.org/10.5294/5460

Keywords:

CLIL, materials, materials development, scaffolding, context-responsive materials.

Abstract

Content and language integrated learning (CLIL) is a Europe-born approach. Nevertheless,CLIL as a language learning approach has been implemented in LatinAmerica in different ways and models: content-driven models and language-drivenmodels. As regards the latter, new school curricula demand that CLIL be usedin secondary education in Argentina and that teacher pedagogies and materialsmatch the L1 curriculum and overall context. Therefore, teachers initially educatedin other paradigms need professional development opportunities to understandCLIL as an innovative language teaching approach. The aim of this article isto reflect on CLIL materials produced by a group of Argentinian teachers as partof a professional development workshop. In this article, I shall first conceptualizeCLIL and review the literature around CLIL materials. Then, I describe the workshopand offer content analysis of participants’ lesson plans. I shall conclude withemergent working principles based on these participants’ practices and suggestionsfor further research.

doi:10.5294/laclil.2016.9.1.2

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Author Biography

Dario Luis Banegas, Warwick University, Coventry, UK & Ministerio de Educación del Chubut, Argentina

Ministry of Education of Chubut: ELT regional tutor, mentor teacher, trainer, teacher, curriculum designer, and research coordinator.

University of Warwick: Associate fellow. My research area is materials development towards content and language integration approaches.

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