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

Banegas, Darío Luis and Tavella, Gabriela; Hemmi, Chantal and Banegas, Darío Luis, eds. (2021) Language-driven CLIL in primary education : an analysis of general English coursebooks in Argentina. In: International perspectives on CLIL. Palgrave Macmillan Ltd., Cham, pp. 239-258. ISBN 978-3-030-70095-9

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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.

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• Item metadata

  Item type:	Book Section
  ID code:	76504
  Dates:	Date Event 19 May 2021 Published
  Subjects:	Education > Theory and practice of education > Primary Education
  Department:	Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education
  Depositing user:	Pure Administrator
  Date deposited:	20 May 2021 12:02
  Last modified:	08 Apr 2024 14:08
  URI:	https://strathprints.strath.ac.uk/id/eprint/76504