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Combining marketed coursebooks and teacher-developed materials: reasons, possibilities and implications

Combining marketed coursebooks and teacher-developed materials: reasons, possibilities and implications. Darío Luis Banegas D.L.Banegas@warwick.ac.uk. My CAR-CLIL project. A secondary school in southern Argentina How to incorporate curricular content in the EFL lesson ?

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Combining marketed coursebooks and teacher-developed materials: reasons, possibilities and implications

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  1. Combining marketed coursebooks and teacher-developed materials: reasons, possibilities and implications Darío Luis Banegas D.L.Banegas@warwick.ac.uk

  2. My CAR-CLIL project • A secondaryschool in southern Argentina • Howtoincorporate curricular content in the EFL lesson? • Language-driven CLIL • Teachers’ principlesforevaluating, adapting and developingmaterials.

  3. Teachers’ perceptions • Context-free curriculum • Lack of systematicy in topic treatment • Unchallenging activities (TASK) • Mismatch between language ability and cognitive challenge • Good for planning • Good for structuring grammar and vocabulary input

  4. Students’ perceptions • Demotivating topics • Predictable • The book as a straitjacket • Unchallenging activities • Poor listening and speaking opportunities • Good for grammar and vocabulary learning

  5. Students’ voices Student 1:Lo que hicimos la clase pasada fue más dinámico, más aporte nuestro. [What we did the last lesson was more dynamic, with more contributions from us.] Student2:Claro y además a los profesores aunque no les guste no se pueden salir de eso. Nostienenquedareso. [True and besides the teachers, even if they don’t like it, they can’t teach outside the coursebook. They have to teach us that.]

  6. Darío: ¿Cómo la vieron a A. enseñando con este material? [How did you find A. teaching with her materials?] Student 1:Y hace al maestro mucho más participativo porque sino agarra el libro, te dice lo que hay que hacer y cada uno con su libro.[And that makes the teacher much more participatory because otherwise she just grabs the book, she tells you what to do and each of us does it individually.]

  7. Teacher-developedmaterials: principles • Negotiation of topics, sources and activities • Authentic audio-visual sources • Shortness • Comprehensible input • Content relevance and complexity • Transferability potential

  8. Students’ feedback • Different • Responding to their needs and context • Complex • Encourage students’ and teacher’s participation • No good for learning new grammar

  9. Students’ suggestions • A coursebook for grammar learning. • Teacher’s materials for engaging topics and skills work through authentic sources. • A combination for more dynamic and participatory lessons.

  10. Conclusion

  11. Thank you! D.L.Banegas@warwick.ac.uk

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