CLIL for the teaching of History and English in Secondary Education: How to complete the existing materials

Abstract

The importance of CLIL can be understood by the new demands in education and the changing social forces that affect the use of languages in applied contexts today. Therefore, the use of appropriate materials is basic. The aim of this paper is two-fold. Firstly, to establish the key elements of CLIL, reviewing the theoretical frameworks informing this methodology to identify its basic characteristics. Secondly, to examine to what extent they are applied in the teaching of History through a real example of a textbook for 2nd year of Secondary Education. To fulfil both aims, a list of nine criteria has been developed to be used as a relevant tool for teachers when choosing potentially effective materials. This tool will be inspired in the guidelines of two CLIL models in terms of SLA and content support. Finally, possible niches for improvement will be detected, always in order to increase students’ motivation.