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
Highlights
Materials development in foreign language teaching is an area richly examined in the literature from perspectives such as design, implementation, ideologies, and contexts of production and circulation
This article reflects on the Content and language integrated learning (CLIL) materials produced by a group of Argentinian teachers as part of a professional development workshop
Focus on lower-order thinking skills. This experience is limited in terms of its time frame and the number of participants, it may serve as an exploration of how teachers enact and actualise CLIL through context-responsive materials development
Summary
Materials development in foreign language teaching is an area richly examined in the literature from perspectives such as design, implementation, ideologies, and contexts of production and circulation (see Garton & Graves, 2014; Gray, 2013; McGrath, 2013; Tomlinson, 2013). In Latin America, reports on materials development are frequent in different fora (see Banegas, 2013a; Barboni & Simón, 2013; López Barrios et al, 2008; Moirano, 2012). This article reflects on the CLIL (content and language integrated learning) materials produced by a group of Argentinian teachers as part of a professional development workshop. I analyse samples of materials produced by some of the teachers who attended this workshop
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