Textbook analysis for literacy development in CLIL

Cynthia Pimentel Velázquez; Maria Ellison

Textbook analysis for literacy development in CLIL

Pimentel-Velázquez, Cynthia ^[1] ; Ellison, Maria ^[2]
1. [1] Universidad de Córdoba
  
  Universidad de Córdoba
  
  Cordoba, España
2. [2] Universidade do Oporto
Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 45, 2026 (Ejemplar dedicado a: January), págs. 265-284
Idioma: inglés
Títulos paralelos:
- Un análisis de los libros de texto para el desarrollo de la literacidad en AICLE
Enlaces
- Texto completo (pdf)
Resumen
- español
  El florecimiento de los programas de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE/programas bilingües) en España ha llevado a editoriales de libros de texto nacionales e internacionales a ver un nicho de mercado y a publicar libros de texto para contextos AICLE (López-Medina, 2016). El objetivo general de este estudio es analizar los contenidos de 24 libros de texto AICLE utilizados para la enseñanza y aprendizaje de la asignatura de biología y geología como disciplina académica en la región de Andalucía (España) con el fin de identificar su coherencia interna con respecto a los principios metodológicos relacionados con las funciones cognitivo-discursivas del discurso (FCD) y los géneros textuales que predominan en las tareas, actividades y preguntas académicas presentes que caracterizan la asignatura de biología y geología.
  
  En relación con los géneros textuales presentes, en la mayoría de tareas, actividades y preguntas no se especificó ningún género textual; además, los resultados también revelan una preponderancia de la función cognitivo-discursiva «describir». La implicación de los resultados es que la dependencia exclusiva de los libros de texto podría ser perjudicial para el desarrollo de la literacidad académica si se limitan las FCD y los géneros a los que los estudiantes están expuestos.
- English
  The flourishing of Content and Language Integrated Learning (CLIL/bilingual) programs in Spain has led national and international textbook publishers to see a market niche and to launch into publishing textbooks for CLIL contexts (López-Medina, 2016). The general objective of this study is to analyze the contents of 24 CLIL textbooks used for the teaching and learning of the subject of biology and geology as an academic discipline in the region of Andalusia (Spain) in order to identify their internal coherence with respect to the methodological principles related to the cognitive discourse functions (CDFs) and the textual genres that predominate in the work plans (tasks, activities and academic questions) present in these textbooks that characterize the subject of biology and geology.
  
  Overall, in relation to the text genres present, in most work plans (tasks, activities and questions) no text genre was specified; moreover, results also reveal a preponderance of the CDF "describe". The implications of the results are that sole reliance on textbooks could be detrimental to the development of academic literacy if CDFs and genres to which students should be exposed are limited.
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