Acceso usuarios
Reino Unido
The current English Language Teaching (ELT) global coursebook market has embraced content and language integrated learning (CLIL) as a weak form of bilingual education and an innovative component to include in General English coursebooks for EFL contexts. In this paper, I investigate how CLIL is included in ELT coursebooks aimed at young learners, available to teachers in Argentina. My study is based on the content analysis of four series, which include a section advertised as CLIL oriented. Results suggest that such sections are characterised by (1) little correlation between featured subject–specific content and school curricula in L1, (2) oversimplification of contents and (3) dominance of reading skills development and lower-order thinking tasks. Through this study, I argue that CLIL components become superficial supplements rather than a meaningful attempt to promote weak forms of bilingual education.
