Teaching materials and CLIL LOTE transitions
Why should transitions in CLIL LOTE be supported through teaching materials – what is the added value?
Ajoke (2017)Ajoke (2017)
Ajoke, A. R. (2017). The Importance of Instructional Materials in Teaching English as a Second Language. International Journal of Humanities and Social Science Invention, 6(9), 36-44.
, who investigates the importance of instructional materials, summarizes their relevance as follows: ‘The importance of instructional materials in teaching and learning cannot be underestimated. A lot has been written to show the indispensable role of materials in curricular implementation. Instructional materials make learning more interesting, practical, realistic and appealing. They also enable both the teachers and students to participate actively and effectively in lesson sessions. They give room for acquisition of skills and knowledge and development of self-confidence and self-actualization.’ (p. 40)
From this perspective, language learning and teaching materials supporting CLIL LOTE transitions have three main characteristics:
- They support teachers to implement CLIL LOTE curricula and to facilitate transitions between educational stages.
- They facilitate students’ CLIL LOTE learning processes and their transitions between educational stages.
- They potentially motivate teachers and students for CLIL LOTE and CLIL LOTE transitions.
The materials on this page are based on the Guiding principles for CLIL. Furthermore, we recommend that those who intend to design CLIL teaching materials to consult Coyle, Hood and Marsh’s (2010) seven principles
for integrating language and content.