Language-driven CLIL in primary education: an analysis of general English coursebooks in Argentina

Darío Luis Banegas, Gabriela Tavella

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The selection of content and language integrated learning (CLIL) teaching materials may present challenges for teachers in additional language learning contexts. L2 teachers wishing to incorporate CLIL in the primary classroom have, among other options, the possibility of using coursebooks (e.g., Bentley, 2009) which include a CLIL perspective. The aim of this chapter is to analyse how CLIL is included in four General English coursebook series for young learners usually adopted in primary education and language schools in Argentina. It should be clarified that in the context of this chapter the additional language is English.
Original languageEnglish
Title of host publicationInternational perspectives on CLIL
EditorsChantal Hemmi, Darío Luis Banegas
Place of PublicationCham
Chapter12
Pages239-258
Number of pages20
ISBN (Electronic)978-3-030-70095-9
Publication statusPublished - 19 May 2021

Keywords

  • CLIL
  • Argentina
  • primary education
  • coursebooks
  • english language teaching

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