A rubric model to analyse CLIL textbooks in Primary Education

Abstract

The implementation of Content and Language Integrated Learning (CLIL) in Primary Education requires efficient planning, in which materials and resources play a paramount role. In fact, research in the field has brought to the fore that teachers consistently identify the lack of specific materials and resources as a major difficulty in their classes. Strikingly, CLIL materials and resources have received scant scholarly attention so far, even though many teachers complain about the quality of CLIL textbooks. This study presents the results of the analysis of CLIL textbooks used in Primary Education in the bilingual programme, of the Principality of Asturias. The research tool was a rubric designed ad-hoc to gather information on the organization, methodology and integration of the 4Cs framework of the textbooks. The results of the content analyses report evidence on the adequacy of CLIL textbooks to the methodological principles which characterise this approach, also providing teachers with an efficient and practical tool for the selection of their most adequate textbook according to their educational context.