Difficulties in searching for materials for the CLIL classroom.
Choosing resources and materials adapted to learning activities and to the
needs of the students is always hard work for teachers. This task becomes
harder when choosing the materials for the teaching of contents in a foreign
language.
First of all, we have to take into account the level of the students. Then,
we need to consider whether the chosen material is adapted to the learning
goals we aim to. And all of these, considering the particular context we are
teaching in and the different situations we may have within a group.
There is no doubt that if we choose the option of using native resources
for teaching a foreign language, the input that learners receive is higher,
richer and more varied. But this, also requires the adaptation of these
resources to the level, to the curriculum and to the cultural aspects that
implies.
Several researchers point out the lack of materials designed only for CLIL
teaching[1]
As it is mentioned in the work by Mehisto, Marsh and Frigols, one of the
main characteristics of CLIL methodology is authenticity. This feature is clear in aspects such as the connection of learning with
real life, and the use of updated materials from a variety of sources.
[1] Coyle, Do, Hood, Philip,
Marsh, David (2010): Content and Language Integrated Learning.
Cambridge: Cambridge University Press
Mehisto, P., Marsh, D., Frigols M. J. (2008): Uncovering CLIL:
Content and Language Integrated Learning
in Bilingual and Multilingual Education. Oxford:Macmillan.
