CLIL methodology in the English classroom: SYLLABUS PROPOSAL

Abstract

The present syllabus has been developed bearing in mind the magnitude of English nowadays in our society and knowing the importance of the Spanish Law about education (LOMCE, Organic Law on the Improvement of the Quality of Education adopted in 2013 and the Royal Decree 126/2014; along with the foreign language curriculum specified for each community). It is also based on the premise that CLIL “is a single educational approach which involves very different models. In other words, the foundation is the same, but the way in which it is carried out differs – and this depends on what educators want to achieve in a given place and time” (Marsh 2008)1. We as teacher must try to involve our students into the development of a good and real form of communication in the English language. During the primary education and according to the CEFR (Common European Framework of Reference), the aim of the English area is that students improve the four communicative skills (listening, writing, reading and speaking) which correspond to the four block of contents and are also one of the fundamentals of CLIL (Content and Language Integrated Learning) education. Such skills are required to acquire the communicative competence, understood as the ability to use the language correctly in an accurate and appropriate way (as it recognized in the Royal Decree 126/2014)