Teachers develop CLIL materials in Argentina: A workshop experience


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




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


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.



Download data is not yet available.

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.


Banegas, D. L. (2012). Integrating content and language in English language teaching in secondary education: models, benefits, and challenges. Studies in Second Language Learning and Teaching, 2(1), 111 – 136.

Banegas, D.L. (2013a). Teacher, what page today? A look at materials development. In A. Leceta & R.I. Cúneo (Eds.), V Jornadas en actualización de la enseñanza del inglés (pp. 6 – 13). San Juan: Universidad Nacional de San Juan.

Banegas, D.L. (2013b). The integration of content and language as a driving force in the EFL lesson. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges (pp. 82 – 97). Basingstoke: Palgrave Macmillan.

Banegas, D.L. (2013c). Teacher developing language-driven CLIL through collaborative action research in Argentina. Unpublished PhD thesis, University of Warwick


Barboni, S., & Simón, L. (2013). Designing intercultural and bilingual e-material for primary and secondary schools. In L. Renart & D.L. Banegas (Eds.), Roots & routes in language education: Bi-multi-plurilingualism, interculturality and identity. Selected papers from the 38th FAAPI Conference (pp. 56 – 72). Buenos Aires: APIBA.

Braun, E., Cabral, V., & Cheme Arriaga, R. (2013). Materiales curriculares. Lengua extranjera: Inglés. Ciclo orientado de la educación secundaria. Ministerio de Cultura y Educación, Gobierno de La Pampa.

Braun E.N., & Cheme Arriaga, R. (2011). Content and language integrated learning (CLIL): Implementation at primary school level. In E.N. Braun (Ed.), Hacia una didáctica del Inglés para niños en escuelas primarias (pp. 47 – 60). Santa Rosa: EdUNLPam.

Cenoz, J. (2013a). Discussion: Towards an educational perspective in CLIL language policy and pedagogical practice. International Journal of Bilingual Education and Bilingualism, 16(3), 389 – 394.

Cenoz, J. (2013b). Integration vs. isolation: Towards a multilingual approach in CLIL. Plenary talk delivered at the ALP-CLIL Conference, Madrid, 5 – 8 June, 2013.

Cenoz, J. (2015). Content-based instruction and content and language integrated learning: The same or different? Language, Culture and Curriculum, 28(1), 8 – 24.

Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243 – 262.

Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Cambridge: Cambridge University Press.

Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principle? Annual Review of Applied Linguistics, 31(1), 182 – 204.

Denman, J., Tanner, R., & de Graaff, R. (2013). CLIL in junior vocational secondary education: Challenges and opportunities for teaching and learning. International Journal of Bilingual Education and Bilingualism, 16(3), 285 – 300.

Garton, S., & Graves, K. (Eds.). (2014). International perspectives on materials in ELT. Basingstoke: Palgrave Macmillan.

Gray, J. (Ed.). (2013). Critical perspectives on language teaching materials. Basingstoke: Palgrave Macmillan.

Gustafsson, M. (Ed.). (2011). Collaborating for content and language integrated learning [Special Issue]. Across the Disciplines, 8(3).

Ioannou Georgiou, S. (2012). Reviewing the puzzle of CLIL. ELT Journal, 66(4), 495 – 504.

Lin, A.M.Y. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74 – 89.

Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge/New York: Cambridge University Press.

López Barrios, M., Villanueva de Debat, E., & Tavella, G. (2008). Materials in use in Argentina and the southern cone. In B. Tomlinson (Ed.), English language learning materials (pp. 300 – 316). London/New York: Continuum


Mariño Avila, C.M. (2014). Towards implementing CLIL (Content and Language Integrated Learning) at CBS (Tunja, Colombia). Colombian Applied Linguistics Journal, 16(2), 151 – 160.

Marsh, D. (Ed.). (2002). CLIL/EMILE the European dimension. University of Jyväskylä.

Mayring, P. (2000). Qualitative content analysis.Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 1(2). Available at http://nbn-resolving.de/urn:nbn:de:0114-fqs0002204

McGrath, I. (2013). Teaching materials and the roles of EFL/ESL teachers: Theory and practice. London/New York: Bloomsbury.

Mehisto, P. (2012). Criteria for producing CLIL learning material. Encuentro, 21, 15-33.

Moirano, M. C. (2012). Teaching the students and not the book: Addressing the problem of culture teaching in EFL in Argentina. Gist Education and Learning Research Journal, 6, 71 – 96.

Moore, P., & Lorenzo, F. (2007). Adapting authentic materials for CLIL classrooms: An empirical study. Vienna English Working Papers, 16(3), 28 – 35.

Morton, T. (2013). Critically evaluating materials for CLIL: Practitioners’ practices and perspectives. In J. Gray (Ed.), Critical perspectives on language teaching materials (pp. 111 – 136). Basingstoke: Palgrave Macmillan.

Pérez-Cañado, M.L. (2012). CLIL research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315 – 341.

Robertson, P., & Adamson, J. (Eds.). (2013). CLIL in Asian contexts: Emerging trends. Asian EFL Journal, 15(4).

Ruiz de Zarobe, Y. (2013). CLIL implementation: From policy-makers to individual initiatives. International Journal of Bilingual Education and Bilingualism, 16(3), 231 – 243.

Ruiz de Zarobe, Y., & Cenoz, J. (2015). Way forward in the twenty-first century in content-based instruction: moving towards integration, Language, Culture and

Curriculum, 28(1), 90 – 96.

Somers, T., & Surmont, J. (2012). CLIL and immersion: How clear-cut are they? ELT Journal, 66(1), 113 – 116.

Tomlinson, B. (Ed.). (2013). Developing materials for language teaching (2nd edition, revised). London/New York: Bloomsbury.




How to Cite

Banegas, D. L. (2016). Teachers develop CLIL materials in Argentina: A workshop experience. Latin American Journal of Content &Amp; Language Integrated Learning, 9(1). https://doi.org/10.5294/5460