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1 T abajo Fin de Más e An analysis o ex book ma e ials o he in eg a ed eaching o His o y and English in Seconda y Educa ion Au o Albe o Ángel Vela Rod igo Di ec o es Viole a Delgado C espo En ique La uen e Millán FACULTAD DE EDUCACIÓN 2020 2 Abs ac The impo ance o CLIL and he g ea in e es a ound i can be unde s ood by he new demands in educa ion and he changing social and economic o ces ha a ec he use o languages in applied con ex s oday. The TFM he e p esen ed in ends o es ablish he key elemen s o CLIL me hodology, e iewing he heo e ical and me hodological amewo ks in o ming CLIL me hodology in o de o iden i y i s basic cha ac e is ics o all ma e ial designs o ul ill. The main aim o his pape is o examine o wha ex en hey a e applied in a ex -book o His o y used in CLIL- lea ning oday in a 2nd yea o Compulso y Seconda y Educa ion cou se. Fo ha , a lis o en c i e ia has been de eloped o be used as a ele an ool o eache s when choosing a po en ially e ec i e CLIL ex book o hei classes. They will ollow he guidelines o wo exis ing CLIL models in e ms o SLA and con en suppo . Finally, possible niches o imp o emen will ied o be de ec ed, always in o de o inc ease s uden s’ in e es o he subjec and o help hei con en and language lea ning. Key wo ds: CLIL, c i e ia o analysis, con en , Compulso y Seconda y Educa ion, His o y. 3 TABLE OF CONTENTS 1. INTRODUCTION: PURPOSE AND OBJECTIVES ………………………………. 4 2. THEORETICAL AND CURRICULAR FRAMEWORK………………………….. 6 2.1. Wha is CLIL?......................................................................................................... 6 2.2. Wha CLIL model do we use?................................................................................. 7 2.3. How CLIL mee s and suppo s SLA …………………………………………….. 10 3. METHODOLOGY.……………………………………………………………………. 18 3.1 P ocedu e…………………………………………………………………………. 18 3.2 Ma e ials………………………………………………………………………….. 19 3.3 The ex book chosen……………………………………………………………… 20 3.4 Resea ch ool……………………………………………………………………... 20 4. RESULTS, DISCUSSION AND SUGGESTIONS FOR IMPROVEMENT………. 23 4.1. How CLIL is his uni ?: analyzing ac i i ies h ough he c i e ia ool………... 23 4.2. Ac i i ies and mo i a ion: engaging s uden s………………………...................... 26 5. CONCLUSIONS………………………………………………………………………. 31 6. REFERENCES..……………………………………………………………………….. 33 7. APPENDICES…………………………………………………………………………. 34 7.1 Table o C i e ia…………………………………………………………………... 35 7.2 Cu iculum disposi ions o His o y in 2nd ESO…………………………………. 37 7.3 Lea ning Uni Ma e ials…………………………………………………………... 39 4 1. INTRODUCTION: PURPOSE AND OBJECTIVES In an inc easingly globalized and in e dependen wo ld, mul ilingualism s ands as an a icula ing elemen o socie y, which means ha i s ole in school will be key when i comes o aining new ci izens o he u u e. In his con ex he de elopmen o communica i e compe ence becomes a p io i y in eaching and CLIL (Con en and Language In eg a ed Lea ning) esea ch has become he cen e o a en ion, since i exceeds he me e lea ning o a language and allows he s uden o de elop communica ion skills, also acili a ing subsequen lea ning. The p esen disse a ion in ends o es ablish he key elemen s o CLIL me hodology and o examine o wha ex en hey a e applied in a cou sebook o His o y used in CLIL- lea ning oday in a pa icula school in A agon (Spain) and o sugges imp o emen s, when possible, in ega d o ce ain de iciencies de ec ed. The chosen ex book is His o y, Se ies Explo e, om San illana and Richmond o 2nd yea o Compulso y Seconda y Educa ion. The e ha e been h ee easons ha ha e led us o choose his subjec o s udy. Fi s , i esponds o ou academic in e es in mul ilingualism in all i s mani es a ions, as well as in he p ocess o lea ning languages in gene al e ms. On he o he hand, i gi es us an oppo uni y o analyze his lea ning model and i s me hodology and o examine how i is being add essed o eaching His o y. Finally, i allows us o c i ically examine eal ma e ials wi h he in en ion o analyzing hei con en s wi h he in en ion o de ec ing possible niches o imp o emen always in o de o inc ease s uden s’ in e es o he subjec and hei lea ning o bo h con en and language. The Con en and Language In eg a ed Lea ning (hence o h CLIL) me hodology is a cogni i e challenge o s uden s, who a e expec ed o de elop hei basic in e pe sonal communica ion skills and hei compe ence in cogni i e-academic language, expanding hei ace s o hinking. Consequen ly, i will p epa e s uden s o cope wi h his changing wo ld and will help hem de elop a sense o global ci izenship, ha ing expe iences which hey could no ha e had in a monolingual se ing. 5 We examine he gi en ma e ials in o de o know whe he hey will allow us o deal wi h concep s, language and p ocedu es a di e en le els o no . This way we can g ade he adequacy o he asks o CLIL eaching, and decide how o en ich his ma e ial o he de elopmen o speci ic compe ences in he subjec o His o y. We a e also planning o shed mo e ligh on how CLIL mee s SLA equi emen s and how con en can be suppo ed. Once he ma e ials o s udy we e de ined, we se he ollowing objec i es:  To e iew he heo e ical and me hodological amewo ks in o ming CLIL me hodology in o de o iden i y i s basic cha ac e is ics o all ma e ial designs o in eg a e.  To unde ake he analysis o he Cu iculum o His o y in Compulso y Seconda y Educa ion, wi h special a en ion o he 2nd yea : i s con en s, key compe ences and e alua ion c i e ia.  To de elop a lis o nine c i e ia o be used as a basic ool o analysis o a His o y ex book o 2nd yea o ESO.  To es ablish his lis o c i e ia as a ele an ool o eache s when choosing a CLIL ex book o hei classes, wi h special a en ion o mo i a ion Finally, we will u n ou a en ion o he eache s’ oppo uni ies o guide hei s uden s in he p ocess o lea ning His o y in a second language, so hey can pe cei e English no as an added di icul y bu as a ehicle o ge ing access o ex a knowledge and sou ces. Fo ha , we will apply ou esea ch ool o he analysis o book ac i i ies, ese ing a special space o hose c i e ia ha seek o ocus specially on mo i a ion. 6 2. THEORETICAL AND CURRICULAR FRAMEWORK The impo ance o CLIL and he g ea in e es a ound i can be unde s ood by he new demands in educa ion and he changing social and economic o ces ha a ec he use o languages in applied con ex s oday. We li e in an inc easingly globalized socie y in which economic and social exchanges ha e a signi ican impac on he lea ning o English as lingua anca, which is concei ed as a di icul mission by many educa ional sys ems a ound he wo ld. In ac , he Eu opean Union policies e en ad oca e he use and command o wo o he languages apa om he na i e one ( e lec ed in he 22nd May 2019 Council o Eu ope Recommenda ion) wha has d i en CLIL o be seen as one o he mos app op ia e ools o achie e his objec i e in he as es way. Bu , wha exac ly is CLIL? 2.1. Wha is CLIL? Con en and Language In eg a ed Lea ning (CLIL) is de ined as a dual- ocused educa ional app oach in which and addi ional language, such as English in his case, se es as a ehicula ool o lea ning and eaching bo h con en and language (Ball e . Al., 2015:5) These wo componen s a e in e ela ed, e en i a deepe a en ion is pu on one o ano he a a speci ic ime. Tha is o say, CLIL is no a new o m o language educa ion bu a usion o con en and language lea ning in an inno a i e way, o e coming he me e eaching o a subjec in English. I is hen an educa ional dual- ocused app oach ha uses se e al o eign language me hodologies o se e he eaching o speci ic subjec con en in a second language. As Eu ydice, he Eu opean publishe and desc ip o o na ional educa ion sys ems, indica ed in 2006, his wo old aims calls o he de elopmen o a special app oach o eaching a subjec wi h he suppo o a o eign language and no despi e a o eign language. The e m CLIL was adop ed in 1991 wi hin he Eu opean Educa ional Space con ex o desc ibe and design good p ac ice in di e en school bilingual en i onmen s whe e lea ning and eaching we e de eloped in a second language (Ma sh, Malje s and Ha iala, 2001). Bu CLIL is much mo e han bilingual educa ion, because i enables lea ne s o mas e speci ic language e minology and p epa es hem o u u e s udies/wo king li e h ough he suppo o o mal and in o mal language and cogni ion. This way, CLIL is 7 pu suing he acquisi ion o a wide ange o subjec compe ences ( om His o y, o example) and a he same ime he imp o emen o a second language. Bu since con en has always in ol ed language and ice e sa, he in e es in CLIL lies on he in e p e a ion o he wo d ‘in eg a ion’, which indica es he eache is esponsible p o iding language suppo and sca olding cogni ion. 2.2. Wha CLIL model do we use? CLIL in A agon is egula ed by he BRIT-Model in O de ECD/823/2018, o 18 h May. This model o Linguis ic Compe ence o and in Fo eign Languages mus espond o he aining needs o s uden s wi h he aim o a o ing and de elop he necessa y communica i e compe ence in o eign languages o each he B2 le el o he Common Eu opean F amewo k o Re e ence o Languages a he end o compulso y schooling. Since CLIL is always con en -d i en, i in ol es di e en models which can be applied in a a ie y o ways wi h di e se kind o lea ne s. Maybe one o he mos well-known is he 4 Cs Model (Coyle, Hood and Ma sh, 2010), which is a pedagogical app oach based on ou componen s: Con en , Communica ion, Cogni ion and Cul u e. This model builds on he syne gies o in eg a ing lea ning (cogni ion and con en ) and language lea ning (communica ion and cul u es). Acco ding o his model and e e ing o Con en , s uden s lea n an academic subjec (eg: Egyp ian a ) h ough an addi ional language suppo and hey ha e communica ion as he cen al poin o con en and cogni ion. Fo os e ing Communica ion, s uden s ecei e language ins uc ion, such as speci ic ocabula y suppo , al hough he syllabus is no language o ien ed. (eg: he language o easoning: why was Nubia impo an o Egyp ?). CLIL p ac i ione s mus also conside Cogni ion when planning a lea ning sequence: he ins uc ion mus de elop c i ical hinking, which is possible p o iding ex s and ac i i ies o s uden s o e lec and answe ques ions ha imply a easoning p ocess. Fo example, when hypo hesizing, hey could be asked a ques ion conside ing he concep ual connec ions hey could be eady o do, such as hinking abou wha would ha e happened i he Egyp ians had no de eloped an alphabe . We could use Bloom’s Taxonomy (1956) o iden i y di e en le els o c i ical hinking since cogni ion is e e ed o he highe o de 8 and lowe o de hinking skills. Those le els o c i ical hinking a e classi ied in o le els o complexi y and speci ici y, acco ding o cogni i e, a ec i e and senso y domains. Lea ning a highe le els depends on he acquisi ion o knowledge and skills o ce ain lowe le els. To wo k cul u al aspec s s uden s a e encou aged o see hemsel es as ci izens o he wo ld, so hey can de elop an in e na ional awa eness and global unde s anding o His o y. (G ound and Gue e o, 2014:32). Tha is, i we go back o he example men ioned abo e, lea ne s could be equi ed o ind ou whe he he e is an e idence o Egyp ian a in hei coun y and how i a i ed he e, how Egyp ians in luenced hei philosophy and medicine, which le e s o he alphabe come om Egyp , e c.). Ne e heless, he e is no a single way o mee ing and eaching CLIL. O he au ho s de eloped hei own model based on he di icul y o he asks, such as Ball e . al. (2015). The Compe ency model (Ball, Kelly and Clegg, 2015) is ocused basically on planning con en s, language and p ocedu es a di e en le els in o de o g ade he di icul y o he asks. This way, language and con en s a e bo h a ehicle o he de elopmen o speci ic compe ences in e e y subjec . The in ellec ual challenge o CLIL implies a cogni i e in eg a ion ha combines di e en ypes o knowledge: ac ual, concep ual, and p ocedu al. One way o in eg a ing hese h ee dimensions consis s on using lea ning asks, designing ou ins uc ion a ound hem and assessing ou s uden s acco ding o he esul s hey ge a e wo king on hem. This concep o ask comes om he eaching-lea ning p ocess o o eign languages, in which asks a e p esen ed as a ool o lea ning and a way o con e ge wi h he cu iculum. To design a ask o CLIL can seem a di icul wo k, bu i is possible o do i in a e y simila way we design a ask o an EFL class oom (Ellis, 2003). A CLIL ask mus ha e a clea and speci ic objec i e wha s uden s mus do and wha i is o ) o example, s uden s need o p epa e a pos e abou he Fall o Rome highligh ing hei main ac o s and i s consequences o Eu ope du ing he nex h ee cen u ies. They will p esen i o ally in on o he class a he end o he mon h). Ins uc ions o lea ne ac i i y mus be e y clea and be isually a ac i e and simple. I will always equi e in e ac ion among s uden s o hem o p oduce hei own language, which will acili a e hei unde s anding o he concep s o he subjec . Mo eo e , in CLIL, any ask will ha e a iple p ojec ion in h ee di e en 9 dimensions: hey will each concep ual con en , by means o p ocedu al choices (Ball e . Al., 2015) bu using speci ic language om he discou se con en . So, con en , p ocedu e and language will ha e o be conside ed as an in eg a ed ype o con en , ha is, a means o an end, which is ha o de eloping speci ic compe ences o he His o y a ea. Fo his eason, con en , p ocedu e and language will ha e o be aken in o accoun when bo h designing ools and planning p io i ies. The e a e di e en ways o concep ualizing hese men ioned h ee dimensions. Ball, Kelly, and Clegg (2015) p oposed a model using he example o a mixing desk. The CLIL eache will ha e o egula e he di e en di icul y ac o s in a ask in e e y momen o he didac ic sequence, also choosing o which dimension he/she gi es p io i y depending on he lea ning objec i es. The dimension wi h he highes olume is he dimension ha he eache makes he mos ele an . This model is alid o ine- uning e alua ion bu also o designing asks and es ima ing hei di icul y, in a simila way he Cummins ma ix (1984) does: used o measu e he combina ion o cogni i e and linguis ic le els o he di e en asks o a uni . Fig.1 The CLIL mixing desk. (Ball e . al., 2015) I we jus hink in he adi ional way o lea ning, he app en ice is concei ed as a passi e subjec ha ecei es con en ansmi ed by he eache . Tha is, he app en ice should no build his con en , bu should ep oduce i . Bu i he CLIL eache u ns up he p ocedu al and language olume con ol by, o example, eading a ele an ex by u ns aloud (eg. he all o Rome), d awing s uden s’ a en ion o speci ic language (Ba ba ians, socioeconomic ensions, s a e c isis, e c.), elabo a ing a ocabula y lis in class and w i ing a ex , he s uden s may in eg a e ha con en mo e deeply. 16 2.2.4. Focus on o m To p o ide s uden s wi h con en knowledge and enhance L2 p o iciency, i is necessa y o ocus on o m wi hin CLIL lessons, so ha in eg a ion o bo h con en and language is e ec i ely ca ied ou . In o de o explo e he idea o he ocus on o m, we can d aw on Ellis (2001), who di e en ia es be ween Focus-onFo mS, which is he adi ional app oach o g amma eaching, and Focus-on-Fo m which is d awing he a en ion o he lea ne o language while doing a communica i e ac i i y o ocused on meaning. Fo Pé ez-Vidal (2007), mos CLIL lessons a e some imes oo communica i e, by which he means ha lessons end o d aw a en ion p ima ily o meaning and nego ia ion o meaning, lea ing language apa and using i as a me e ehicle o communica e and no as a goal i sel . E en ually, his will nega i ely a ec lea ne ou pu . In o de o p e en his and help lea ne s o ocus on o m, we need o equi e hem o p oduce comp ehensible ou pu , a he same ime as we p o ide nega i e eedback (Ma io i, 2006). These wo elemen s need o be in eg a ed in CLIL lessons i we wan ou lea ne s o communica e wi h e ec i i y, o wha we will also ha e o p o ide hem wi h eedback 2.2.5. E ec i e eedback in CLIL: assessmen o lea ning Ano he impo an aspec o conside is he ques ion o assessmen , since we ha e language and con en as key componen s. Gi en ha he e m ‘CLIL’ emphasizes bo h aspec s as i hey we e equal pa ne s, dese ing he same a en ion. To answe his ques ion we should hink o wha ype o CLIL sys em we a e implemen ing: so CLIL o ha d CLIL. So CLIL is ‘language led’, so he assessmen measu es will need o e lec his. The p oblem lies on how a language eache s should go in hei con en -based ex ension. Bu in Ha d CLIL, we canno alk abou assessing he language, gi en he subjec -based objec i es and o e all aims o he cu iculum. No mally, he p ocess-led endencies o CLIL gi e mo e impo ance o he p ac ice o con inuous and o ma i e assessmen and jus look a he aspec o he language pa icula i y in CLIL-based summa i e es ing, iden i ying he ways in which eache s can wa an ai ness o lea ne s being assessed in L2 (Ball, Kelly and 17 Clegg, 2015). Conside ing ou educa ional en i onmen , we will ha e o conside he B i - A agón egula ion, which says language should only be alued and assess posi i ely. This does no mean ha eache s should no e alua e i , bu hey canno penalize s uden s o hei aul s. Ne e heless, his is an unsol ed issue: because hey canno exp ess hemsel es well, hey canno de elop hei unde s anding o he concep s co ec ly. The O de ECD/65/2015, o 21s Janua y, which desc ibes he ela ionships be ween compe encies, con en and e alua ion c i e ia, indica es ha o e alua e complex con en , complex ools ha e o be used. This is he essence o CLIL: he p esence o compe ency con en s. (Ball e . Al, 2015). An op ion o assess in CLIL is he use o ub ics, p ese ing a oom o language as he only eal ans e sal componen which is common o all subjec a eas and compe ences and lea ing he es o con en s, being bo h he ehicles o de eloping he cu icula compe ences. 18 3. METHODOLOGY 3.1. P ocedu e To achie e he men ioned objec i es in sec ion one, he wo king me hod has been as ollows: Fi s , a li e a u e esea ch was ca ied ou among he exis ing ma e ials e e ed o CLIL in he Facul y o Educa ion and Ma ia Moline Lib a ies, as well as consul ing online esou ces h ough Eu opeana ( he Eu opean Digi al Lib a y). A e ha , we ocused on a deep eading o he ma e ials selec ed ha ing he RD 1105 2014 on he Basic Cu iculum o Seconda y Educa ion in o accoun and i s applica ion in A agon h ough he O de ECD/489/2016, o 26 h May, in o de o know exac ly he main assessmen c i e ia, aims and compe ences o His o y in he Second Yea o Compulso y Seconda y Educa ion. A e eading he main e e ences, we c ea ed se e al p oposals o o ganiza ional scheme a ound which o s a wo king in a d a , un il we ound he one ha bes se ed o achie e ou objec i es, scheme om which we de eloped he body o his wo k. We bo owed a 2nd yea o ESO ex -book used o CLIL lessons and we chose a uni abou a opic ha i s ou pe sonal in e es s ( he Ba oque Eu ope) since we know he con en s be e . We examined all he ac i i ies o he lesson and classi ied hem acco ding o hei na u e: ac i i ies o wo k indi idually, ac i i ies o wo k in g oups, ac i i ies sui able o bo h modali ies, ac i i ies o ac i a ing p e ious knowledge, mul imodali y ac i i ies and ac i i ies o suppo language. F om ha poin , we s ablished a lis o nine c i e ia, which in oduce conc e e p oposals o applica ion in o de o co e he main aspec s o he Compe ency Model (Ball e . Al, 2015): con en s, language and p ocedu es a di e en le els, bu also ha ing he 4 C’s model (Coyle, Hood & Ma sh, 2010) in o accoun . Once we had ou lis o c i e ia, we examined ac i i ies one by one looking o hose which mee any o se e al o hem, e lec ing he numbe and page o he ac i i y in he able in appendix. Wi h all he in o ma ion collec ed we we e able o w i e ou esul s and conclusions. 19 3.2. Ma e ials A e es ablishing a concep ual amewo k ha allows unde s anding CLIL me hodologies b ie ly and in a clea way, we ha e designed ou Resea ch Tool. This ool does no ollow any speci ic CLIL model bu ies o pu oge he some o he necessa y equi emen s o mee ing s uden s’ necessi ies when acing lea ning in a second language. Ne e heless, i akes in o conside a ion some o Coyle’s e al. 4 C’s model a eas (2010), specially he suppo o con en and communica ion, and he Compe ency model (Ball, Kelly and Clegg, 2015), wo king con en s, language and p ocedu es a di e en le els in o de o g ade he di icul y o he asks, becoming a ehicle o he de elopmen o speci ic compe ences in he subjec o His o y. We in end his ool o be ele an and applicable o any ma e ial analysis o be done in he subjec o His o y o CLIL con ex s oo. Ou Resea ch Tool has se ed us o analyzing he p esen uni (numbe 9 om he ex book) en i led as Ba oque Eu ope, which pu sues o each he las wo con en s o Block 3 om he A agonese Cu iculum o His o y in 2nd ESO: The 17 h cen u y in Eu ope: au ho i a ian, pa liamen a y and absolu e mona chies. The Thi y Yea s Wa , he Aus ians and hei policies: Felipe III, Felipe IV and Ca los II / Ba oque a : main mani es a ions o he cul u e o he 16 h and 17 h cen u ies. These con en s i assessmen c i e ia C i . GH.3.14. ‘Unde s and and di e en ia e medie al mona chical egimes and mode n au ho i a ian, pa liamen a y and absolu e mona chies’, C i . GH. 3.15, ‘Know ea u es o he in e nal policies o he Eu opean mona chies (in pa icula , o he Hispanic mona chy o he Habsbu g) and o eign policies o he Eu opean s a es o he six een h and se en een h cen u ies’, C i . GH.3.16 ‘Know he impo ance o some au ho s and wo ks o hese cen u ies’ .and C i . GH.3.17.’ Discuss he impo ance o Ba oque a in Eu ope and mee au ho s and ep esen a i e wo ks o a and li e a u e. Use his o ical-a is ic ocabula y wi h p ecision, inse ing i in he app op ia e con ex ’. All o hem need o de elop he key compe encies es ablished in he men ioned cu iculum, which can be ound in Appendix 2. 20 3.3. The ex book chosen The ex book we ha e analyzed in his wo k has been specially designed o implemen ing he CLIL me hodologies in a His o y cou se yea in a Spanish school. E en so, i lacks many o he aspec s ha could make i eally e icien as we will see in he o hcoming sec ion. The book’s name is His o y, Se ies Explo e, om Richmond-San illana, o 2nd ESO and i is di ided in nine uni s o lessons, co e ing each one a di e en pe iod o he Uni e sal His o y om he ea ly Middle Ages o he Ba oque. The book is ein o ced wi h a inal glossa y o use ul his o ical e ms and an appendix o Romanesque and Go hic a chi ec u e and a s. I also ese es a wo-page ini ial space o in oduce he s uc u e o i s lessons and ac i i ies, showing pic u es and e ms ha a e de eloped nex o he main ex in o de o ein o ce inpu . Al hough we ha e chosen Uni 8 (Ba oque Eu ope) due o ou pe sonal in e es in he ma e , all uni s om he book ollow one same s uc u e: wo in oduc o y pages wi h la ge images and ques ions o ac i a e p e ious knowledge and a squa e wi h he main objec i es o he lesson. Nex , he book de elops i s con en in English as any o he ex book would do i in Spanish, wi h ac i i ies p esen ed on he sidelines. E e y uni inishes wi h ou pages ese ed o complemen a y ac i i ies o g ea e ex ension. 3.4. Resea ch ool Based on he p e ious s eps and on ou esea ch o he li e a u e, we ha e de eloped a ool in o de o be able o analyze de adequacy o he book design o he CLIL me hodology. Fo ha , we ha e es ablished ou own en in e connec ed c i e ia o analysis which we belie e should se e as a guide o de e mine whe he he p esen a ion o con en and language in he book is compa ible wi h CLIL o no . To elabo a e each c i e ion we ha e iden i ied some ques ions ha also help o make i mo e applicable. These c i e ia a e included in he ollowing able (see Appendix 1 o ex a in o ma ion). I has been ied, he e o e, ha he c i e ia se e o know whe he he ac i i ies mee SLA necessi ies and hey suppo language and con en acquisi ion. In appendix we also p o ide an example o he ac i i ies om he ex book mee ing hese c i e ia, some hing ha will be 21 deeply de eloped in he ollowing sec ion, and when possible, a p oposal o imp o emen will be p esen ed as well. CRITERIA (wi h e e ences) SLA* suppo ed by CLIL ASPECTS TO COVER C i . 1. Lea ne s ge oppo uni ies o use ‘s e ched language’ (Gibbons, 2005:26) wi h momen s o s uggle ha push hem o e hink (Swain, 2000). INT / CO / FOR /FEED -Do s uden s ace a gap in L2 wi hin hei ma e ials so hey become awa e and modi y hei ou pu ? -Do ma e ials gi e he chance o ecei ing eedback a e o mula ing a hypo hesis? C i . 2. Ma e ials gi e access o comp ehensible inpu and models o new language h ough he same in o ma ion in a a ie y o ways (mul imodali y) (K ashen, 1982) and suppo ou pu a same ime. IP/ CO / FOR -Do ma e ials con ain speci ic e minology and i s equi alen in in o mal language? -Do ma e ials o e he same in o ma ion in di e en channels? C i . 3. SS ge oppo uni ies o build on he esou ces o hei mo he ongue, using L1 in a s a egic way (Gibbons, 2015:24). INT/ CO/ FOR -Do ma e ials gi e SS he oppo uni y o seek in o ma ion in L1 be o e s a ing a new subjec ? -Can SS exp ess any idea in L1 when hey do no ge con en in L2? C i . 4. Ac i i ies / con en p omo e wo k in g oups and pai s o use ex ended language c ea ing an explo a o y space in which o make hinking and easoning explici . (Gibbons, 2005:32) INT/ CO/ FOR/ FEED -Do ma e ials gi e he oppo uni y o wo k in g oups o pai s? -Do ma e ials in o m app op ia ely abou he language SS need o use? -Do SS can eel mo i a ed o exp ess hei easoning ecei ing any kind o language suppo such as ‘s a ing sen ences’? C i . 5. Ma e ials os e cogni i e luency h ough he sca olding o con en , language and lea ning skills. (Ball e al. 2015:196) IP/ INT/ CO/ FOR/ FEED -Do ma e ials o e any suppo o make con en mo e comp ehensible? -Do ma e ials o e language ocabula y lis s o hinking cha s ha suppo he assimila ion o con en ? C i . 6. Ac i i ies need o be a ac i e o inc ease s uden s’ mo i a ion (Dö nyei, 1994:281). FOR / CO -A e ac i i ies isually a ac i e? -A e ac i i ies ela ed o SS in e es s? -A e ac i i ies designed o show how he con en hey each can be use ul 22 o daily li e? C i . 7. Ma e ials p o ide a ‘message o abundancy’ (Gibbons, 2005:42), e e ing o isuals, diag ams, signi ican landma ks, a landma k o keypoin s and simila ools. IP / CO / FOR - Do ma e ials o e g aphics, ables, schemas o simila o make con en mo e comp ehensible? C i . 8. Ma e ials help SS o s ablish ela ions be ween new concep s and p e ious knowledge o expe iences hey al eady had. (Ball e . al. 2015:75) IP / INT/ CO/ FEED -Do ma e ials p o ide wo d clouds, hink cha s, KWL cha s o simila suppo so SS can emembe wha hey al eady know? -Do pic u es help o ac i a e p e ious knowledge? -Do he ques ions p esen ed help o ac i a e p e ious knowledge? C i . 9. Ac i i ies help o make o mal/academic w i ing explici o SS and o con e i in o in o mal language gi ing a model o use (Ma sh, 2008). CO/ FOR -Do ac i i ies ask SS o ew i ing academic ex s in o in o mal o e hinking bo h? -A e he ules o w i e an academic ex clea enough h ough ac i i ies? *SLA Suppo : IP (Inpu ) / INT (In e ac ion) / CO (Comp ehensible Ou pu ) /FOR (Focus on Fo m) /FEED (Feedback) 23 4. RESULTS, DISCUSSION AND SUGGESTIONS FOR IMPROVEMENT As o acqui ing a new con en in His o y wi h a CLIL me hodology is basic o in eg a e con en and language, we a e going o ocus a en ion on how he analyzed ac i i ies help o acqui e and suppo SLA and con en lea ning. The analyzed uni is o ganized as any o he single uni o he ex book, p esen ing in o ma ion in a adi ional way as mos o Spanish ex -books o His o y also do. F om my own expe ience as a p i a e His o y eache , I ha e wo ked wi h he ex book GH His o ia 2.1 om Vicens Vi es, and I ha e obse ed he same s uc u e and ac i i y design in bo h o hem. In ou CLIL book, ex ual p esen a ion o cu icula con en is e y plain, wi h impo an e minology in bold cha ac e s hough. This enhances inpu and makes i mo e salien . Howe e , mos o ac i i ies in his uni do no mee e en one o he c i e ia we ha e selec ed ega ding o wha a CLIL ma e ial should look like in o de o ul ill i s mission. Tha is o say, o lea n His o y con en s in L2 and ein o cing compe ences in his non- na i e language a same ime. Ou lea ne s do no need o lea n g amma necessa ily, bu o de elop communica i e unc ions o which hey need g amma o . This way, i would be use ul o build and awa eness o he mos common ypes o sen ence ha equen ly occu in his kind o his o ical ex s (eg. sen ence s a e s) and o suppo lea ne s o p oduce hem by hemsel es. 4.1. How CLIL is his uni ?: analyzing ac i i ies h ough he c i e ia ool One o he main aspec s o p o iding language suppo is he analysis o he cogni i e and language demands o uni s and ma e ials. S uden s will ha e o pay a en ion o and ollow he sequence o ideas in he p esen a ion o he opic, gi ing impo ance o he signals he eache uses o make he o ganiza ion o he discou se clea . They will also need o lea n some new ocabula y and o use i along wi h he necessa y g amma o pe o m speci ic communica i e unc ions when alking in g oups. To achie e all his, he eache can alk in a way ha helps s uden s o unde s and, by g adua ing he di icul y acco ding o he 24 s uden and allowing hem o use L1 in a s a egic way when necessa y in o de o e hink con en . This idea o paying a en ion o language and o e hink i is closely connec ed o ou C i . 1 Lea ne s ge oppo uni ies o use ‘s e ched language’ (Gibbons, 2005:26) wi h momen s o s uggle ha push hem o e hink (Swain, 2000). Fo ha , ac i i ies such as n. 2 om p. 157 and n. 1 om p. 158 o ce s uden s o make a ein e p e a ion o he language hey ha e seen in he heo e ical body. They need o look a he pic u es o he domes ic sys em and jobs and o p oduce hei own message a e answe ing he ques ions. They also need o sea ch o in o ma ion o ein e p e i when w i ing a biog aphy o a alido in 17 h cen u y. The i s case would also be connec ed o C i . 4 con en p omo e wo k in g oups and pai s o use ex ended language. Gibbons, 2005:32. As o C i . 3 SS ge oppo uni ies o build on he esou ces o hei mo he ongue, using L1 in a s a egic way, (Gibbons, 2015:24) he e a e no ac i i ies in he uni o ien ed his way, as i could be an in oduc o y ac i i y ha allows hem o in es iga e he his o ical con ex in ad ance. This way, hey could seek o in o ma ion in hei mo he ongue (Spanish in ou case) on he In e ne o in lib a ies. The mos app op ia e ac i i y in he ex book o mee his c i e ion is placed a he beginning o he uni and is en i led Find Ou Abou : s uden s mus in es iga e some e ms wi hou any speci ic pa e n (eg. he scien i ic e olu ion, he Spanish Golden Age, e c.) The uni s a s wi h an a emp o p e ious knowledge ac i a ion h ough ques ions ha os e e lec ion, bu his is no exclusi e o he CLIL me hodology bu o asks in gene al. CLIL is eally no hing new. I d aws on p inciples and p ocedu es ha a e associa ed wi h he communica i e app oach and meaning ul lea ning. We would also like o highligh some speci ic posi i e aspec s o he uni ha has li le o do wi h ou c i e ia bu we ind impo an o con en p esen a ion. This is he app op ia e use o appealing pic u es he book does, which a e e y isual and desc ip i e. Some o hem p esen con en suppo h ough language de ini ions o indica ions wi h a ows nea by (in oduc o y pages and p. 166, 168, 169) 25 Iconic desc ip o such as dialogue balloons, keys, s ai s o CD’s a e used o indica e he na u e o e e y ac i i y, which also helps a ge lea ne s o unde s and how o p oceed. The same e ec is p oduced by he use o schemas and diag ams, which make con en easie a i s glance (p. 158-159 wi h he li es o he Habsbu g and mos ele an ac s in hei ime, o p. 163 whe e we ind he poli ical sys em o he Uni ed P o inces). Bu all his isual suppo has e y li le o do wi h CLIL me hodology speci ically, since hey a e common o any kind o ac i i ies a ailable in mos o ex books om any subjec o oday. I would be mo e o ien ed owa ds i i hey in oduced mul imodali y in p esen ing inpu . Apa om diag ams, ac i i ies could gi e links o ideos (maybe au ho s could c ea e hei own ideos, images o exe cises wi h in e ac i e maps in a CD annexed). This way hey could make inpu comp ehensible (K ashen, 1982) and e en cla i y he con ex o he Ba oque h ough ilm ecommenda ion. Fo his pe iod o His o y he e a e ele an , in o ma i e ilms hey could wa ch in English wi h/wi hou sub i les such as Ba y Lyndon (1975), Ca a aggio (1986) o The man in he i on mask (1998). Sub i ling in he L2 se es also o enhancing inpu . A key aspec in CLIL is he suppo and ac i e pa icipa ion o he eache in he lea ning and eaching p ocess, bo h p esen ing con en and p o iding sca olding o con en and language when necessa y. None o he ac i i ies o he uni has been designed o wo k wi h he eache oge he , bu o wo k indi idually o in g oups o s uden s, conside ing he eache as a me e con olle (Ha me , 1991:236). The uni mee s he cu iculum con en and assessmen c i e ia, bu i is e y a om mee ing CLIL equi emen s. Many speaking ac i i y ypes a e possible. As an example we can conside o ead a icles om his o ical magazines aloud and o ask o ins uc ions among g oups in o de o design a inal pos e . To o ganize ole-playing speci ic subjec scena ios (eg. a dialogue be ween a doc o om he 17 h cen u y and one o he 21s cen u y) o o ask open and closed ques ions om eache o class and om s uden o s uden (abou he consequences o a popula ion g ow h in he pas and now) can also be use ul. As a as C i . 2. is conce ned (ma e ials gi e access o comp ehensible inpu and models o new language h ough he same in o ma ion in a a ie y o ways (mul imodali y) K ashen, 1982), new language (especially new e minology) is in oduced wi hin he main ex h ough he use o bold le e s and i alics. Ano he way o p esen ing ocabula y in he 32 clouds o ac i i ies o ma ch he beginning o a sen ence wi h i s ending. This would acili a e also he use o L1 o exp ess some di icul ideas o concep s a i s , in o de o c ea e hei own wo king ools o help hem du ing he es o he lesson (such as glossa ies), while helping o make o mal/academic w i ing mo e explici . In his Uni we canno ind any ac i i ies o echniques which p o ide s uden s wi h he necessa y sca olding in he use o he language, such as sen ences s a e s, wo d lis s o subs i u ion ables, which can help s uden s in hei w i ing and speaking p ocess. All hese sugges ions could imp o e he quali y o he CLIL ex -book analyzed, since hey can help bo h he ma e ials and he eache o suppo con en , cogni ion and language in a mo e e icien way. A he same ime, hey would inc ease s uden s’ mo i a ion, since hey would pe cei e English no as an added di icul y, bu as a ehicle o ge ing access o ‘ex a’ knowledge and sou ces in in e na ional con ex s ha can help hem in hei u u e ca ee s. In he end, he main pu pose o CLIL is o p epa e s uden s o ace he wo ld o oday, in which English is omnip esen , so hey can pe cei e and use his language as a ehicula language wi h which o o e come any ba ie ha p e en s access o he in o ma ion and i s con en . 33 6. REFERENCES BALL, P., KELLY, K. & CLEGG. J. (2015): Pu ing CLIL in o P ac ice. Ox o d, England: OUP. CHADWICK, T. (2012). Language Awa eness in Teaching: A Toolki o Con en and Language Teache s. Camb idge, England: CUP. CHAUDRON, C. (1998). Second language class ooms: Resea ch on eaching and lea ning. England: CUP. COYLE, D., HOOD, P. & MARSH, D. (2010). Con en and Language In eg a ed Language. Camb idge, England: CUP. COUNCIL OF EUROPE (2019), Council Recommenda ion o 22 May 2019, O icial Jou nal o he Eu opean Union. ELLIS, R. (2003). Task-based Language Lea ning and Teaching. England: OUP, 9-10. GIBBONS, P. (2005). Sca olding Language, Sca olding Lea ning., England: Heinemann. GRADDOL, D. (2006). English nex : Why global English may mean he end o ‘English as a o eign language’. London: B i ish Council Publica ions. HARMER, J. (1991). The p ac ice o English Language Teaching. London / New Yo k. HEDGE, T. (2000). Teaching and Lea ning in he Language Class oom. England: OUP. KRASHEN, S. D. (1982). P inciples and P ac ice in Second Language Acquisi ion. Ox o d, England: Pe gamon P ess. LLINARES, A. & WHITTAKER, R. (2009). “Teaching and lea ning His o y in seconda y CLIL class ooms: om speaking o w i ing”. In E. Da ouz & M. Gue ini (eds.), CLIL ac oss Educa ional Le els: Expe iences om P ima y, Seconda y and Te cia y Con ex s. Mad id, Spain: San illana. MARSH, MALJERS AND HARTIALA (2001). P o iling Eu opean CLIL Class ooms : Languages Open Doo s, Uni e si y o Jy askyla. MARSH, D. (2009). Teaching wi h Fo eign Languages, England: CUP. PÉREZ-VIDAL, C. (2007). The Need o Focus on Fo m (FoF) in Con en and Language In eg a ed App oaches: an Explo a o y S udy, Re is a española de lingüís ica aplicada, RICHARDS, J. (2006). Communica i e Language Teaching Today, England: CUP: SWAIN, M. (1985). Communica i e compe ence: Some oles o comp ehensible inpu and comp ehensible ou pu in i s de elopmen . In S. Gass, & C. Madden. SWAIN, M. (2000). The Ou pu Hypo hesis and beyond Media ing Acquisi ion h ough Collabo a i e Dialogue., J. P. Lan ol . 34 7. APPENDIX 35 C i e ia [iden i y sou ce(s) wi h e e ences)] SLA suppo ed by CLIL DATA. Examples om ex book: numbe o ac i i y, page, b ie desc ip ion. I P IN T C O FO R FEE D C i . 1. Lea ne s ge oppo uni ies o use ‘s e ched language’ (Gibbons, 2005:26) wi h momen s o s uggle ha push hem o e hink (Swain, 2000). In e ac ion (INT) Comp ehensible ou pu (CO) Focus on o m (FOR) Ge Feedback (FEED) n. 2 om p. 157 and n. 1 om p. 158 C i . 2. Ma e ials gi e access o comp ehensible inpu and models o new language h ough he same in o ma ion in a a ie y o ways (mul imodali y) (K ashen, 1982) and suppo ou pu a same ime. IP/ CO / FOR p. 166 and 172 C i .3. SS ge oppo uni ies o build on he esou ces o hei mo he ongue, using L1 in a s a egic way (Gibbons, 2015:24). INT/ CO/ FOR ------------------------ C i .4. Ac i i ies / con en p omo e wo k in g oups and pai s o use ex ended language c ea ing an explo a o y space in which o make hinking and easoning explici . (Gibbons, 2005:32) INT/ CO/ FOR/ FEED n.1 om p. 156 n. 2 om p. 157 n.2 om p. 159 n.5 and 6 om p. 161 36 n.1 om p. 166 n.1 om 173 C i . 5. Ma e ials os e cogni i e luency h ough he sca olding o con en , language and lea ning skills. (Ball e al. 2015:196) IP/ INT/ CO/ FOR/ FEED Schema om p. 163, 169 and 171. C i . 6. Ac i i ies need o be a ac i e o inc ease s uden s’ mo i a ion (Dö nyei, 1994:281). FOR / CO n. 1 om p. 170 n.2 om p. 157 n. 2 om p. 167 C i .7. Ma e ials p o ide a ‘message o abundancy’ (Gibbons, 2005:42), e e ing o isuals, diag ams, signi ican landma ks, a landma k o keypoin s and simila ools. IP / CO / FOR ------------------------- C i .8. Ma e ials help SS o s ablish ela ions be ween new concep s and p e ious knowledge o expe iences hey al eady had. (Ball e . al. 2015:75) IP / INT/ CO/ FEED In oduc o y ques ions om p. 154- 155. n. 2 om p. 157 n. 2 om p. 159 n. 1 om p. 169 C i .9. Ac i i ies help o make o mal/academic w i ing explici o SS and o con e i in o in o mal language gi ing a model o use (Ma sh, 2008). CO/ FOR n. 3 om p. 157, n. 1 om p. 158 and n. 1 in p. 164. 37 APPENDIX 2: CURRICULUM OF ARAGON FOR HISTORY (2ND YEAR E.S.O.) 38 39 APPENDIX 3. LEARNING UNIT MATERIALS 40 41 48 49 50 51 52 53 54 55 56 57