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CLIL in Secondary Classrooms: History Contents on the Move

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Content and Language Integrated Learning in Spanish and Japanese Contexts

Abstract

New teaching and learning scenarios like Content and Language Integrated Learning (CLIL) require innovative approaches and studies that highlight the creative nature of CLIL methodology (Llinares, A. (2015). Integration in CLIL: A proposal to inform research and successful pedagogy. Language, Culture and Curriculum, 28(1), 58–73. https://doi.org/10.1080/07908318.2014.1000925) compared to other approaches to content and foreign language teaching and learning (Coyle, Hood, & Marsh, CLIL. Content and Language Integrated Learning. Cambridge: Cambridge University Press, 2010). While many studies have focused on language learning outcomes, fewer studies have analyzed the effectiveness of teaching content subjects such as history through English (Coffin, Historical Discourse. London: Continuum, 2006), particularly students’ written production through history projects in secondary schools. This chapter presents a teaching experience which aimed to enhance the learning of history, combining the CLIL approach with project work with secondary students in the Madrid region. The design of projects and activities followed Dalton-Puffer’s cognitive discourse functions (CDF) for conceptualizing content and language in CLIL (Dalton-Puffer, A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 1–38, 2013). The chapter concludes that meaningful learning in the history subject happens through language- and content-focused tasks which aim to activate prior knowledge, the development of oral and written competences, and the use of project-based and cooperative learning.

“Bilingual education has to do with education, not just with being bilingual”

(Prof. Baetens-Beardsmore, Vrije Universiteit Brussels,2008)

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Notes

  1. 1.

    In most bilingual schools in Spain, there are native English teaching assistants who share at least one session a week with every English or CLIL teacher to help students with pronunciation and vocabulary.

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Author information

Authors and Affiliations

  1. Madrid, Spain

    Elena del Pozo

Authors
  1. Elena del Pozo
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Correspondence to Elena del Pozo .

Editor information

Editors and Affiliations

  1. International College of Arts & Sciences, Yokohama City University, Yokohama, Kanagawa, Japan

    Keiko Tsuchiya

  2. Faculty of Education, Complutense University of Madrid, Madrid, Madrid, Spain

    María Dolores Pérez Murillo

Appendices

Appendices

1.1 Appendix 1

An appendix of a book lists the guidelines of a project, followed by a table with 3 columns for the page, heading, and tasks.
The continuation of the table for page 10 has the heading, how has democracy evolved in history, and the bibliography and webliography. Tasks are given according to the topic.

1.2 Appendix 2

A table has 3 sections for period, class, and timing according to students' age, language level, and subjects. It also has data on the syllabus, topic, key elements, discourse functions, learning goals, and success criteria.
A table has data on seven major categories namely language focus, subject contents, students' workload, materials, teacher resources, teacher-produced materials, and students' printed resources.
A table has data on four major categories namely learning environments, lesson plan, assessment for learning, and assessment criteria. All categories have certain tasks.
A table has data on two major categories namely suggested webliography for projects with hyperlinks and teacher's printed resources.

1.3 Appendix 3: Self-assessment questions (student)

A page has self-assessment questions for students. It has fields for class and group members. 12 questions are given according to their prior experience in research.

1.4 Appendix 4: Assessment grid (teacher)

A table for teachers to fill. It has fields for name, group, mark, subject, and topic. It further has entries for scores based on excellence in linguistic skills and project procedure for 3 points and subject criteria in 7 points with a field for teacher comments at the bottom.

1.5 Appendix 5: Portfolio self-assessment (student)

A table has 3 columns and 6 rows for portfolio self-assessment. Column headers are for my comments and which piece of work show evidence of this. Rows list different fields that express students' thoughts.

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del Pozo, E. (2019). CLIL in Secondary Classrooms: History Contents on the Move. In: Tsuchiya, K., Pérez Murillo, M.D. (eds) Content and Language Integrated Learning in Spanish and Japanese Contexts. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-27443-6_6

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  • DOI: https://doi.org/10.1007/978-3-030-27443-6_6

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-27442-9

  • Online ISBN: 978-3-030-27443-6

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