CLIL (Content and Language Integrated Learning) materials are typically used in bilingual and international schools where school subjects are taught in the target language. This is an area of ELT that is difficult to publish global materials for and throws up a different set of challenges for the ELT writer. Is the syllabus driven by the language or the subject? How can you support the linguistic demands without watering down the subject content? How can assessment avoid penalising students who are good at the subject, but weaker at English? Once you can answer these questions, you'll be able to develop materials that, according to recent research, help learners not only outperform their non-CLIL peers in English, but also in science, maths and even in their mother tongue.This book provides: - dozens of illustrative examples from published CLIL materials.- guidance on liaising with other departments.- reflective tasks and suggested answers.- a checklist to evaluate the CLIL materials that you'll create.This book forms part of the ELT Teacher 2 Writer training course. The course is designed to help you write better ELT materials, either for publication, or simply to improve the quality of your self-produced classroom materials

This is 'the' teacher training course for teachers and trainee teachers preparing for the Cambridge ESOL Teaching Knowledge Test - CLIL module.

Jumpstart! Science provides teachers with a range of lively, short, fun activities and games to support teaching and learning in different aspects of the science curriculum. It encourages teachers to develop creative approaches to motivating and engaging children in science. The activities are aimed at a number of areas of science from learning scientific words to recalling information and problem solving. This fun book helps to ‘jumpstart’: lessons plenary sessions children moving from one aspect of science or type of learning in science to another. There are more than 55 engaging science games and activities in this book to ‘jumpstart’ science lessons in every Key Stage 1 and 2 classroom. Practical, easy-to-do and highly motivating, the science ‘jumpstarts’ will appeal to busy primary teachers who wish to enliven their practice and add creativity to their science teaching.

This book offers a new methodological framework for the CLIL classroom, focusing on how to guide input and support output. Full of real-life examples and practical guidelines, the book provides support to both novice and experienced CLIL teachers. Areas covered include: the language used in CLIL; CLIL teacher training; materials design for CLIL; assessment in CLIL. Extra resources are available on the website: www.oup.com/elt/teacher/clil Phil Ball is a CLIL author and teacher trainer based in northern Spain. Keith Kelly is a writer and speaker on CLIL worldwide, and is based in Plovdiv, Bulgaria. John Clegg is a textbook author and CLIL consultant based in London.

Writing for Primary is, as you may imagine, creative and fun. But don't make the mistake of thinking that primary materialsare easier to write than more 'dense' materials for teenagers or adults. This is not the case, and multi-talented author KathBilsborough provides essential background information about the particular challenges of writing for this age group - an agewhen children are developing their cognitive skills at the same time as they are learning English.This book provides: -a useful list of activities that work well for primary.-detailed advice on writing stories, games, rhymes, chants, tongue twisters and songs.-tasks that give you a chance to write your own activities and compare them with Kath's published materials.-regular quotes and examples from other primary writers.This book forms part of the ELT Teacher 2 Writer training course. The course is designed to help you write better ELT materials, either for publication, or simply to improve the quality of your self-produced classroom materials.

Applies applied linguistic theories to the development of materials for language learning to add new depth to the field.

This book provides a theoretically based approach to the integration of language and content in primary and secondary contexts. Drawing on their wide experience as CLIL educators and researchers, the authors explore data collected in real CLIL classrooms from two interrelated perspectives: the CLIL classroom as an interactional context for developing language and content, and the genres and registers through which the meanings of the different academic subjects are enacted. From the analysis of this corpus of data, the authors provide a rich description of how CLIL students' language works and may be expected to develop. Also available separately as a hardback.

This edited volume presents a collection of empirical studies examining the teaching and learning processes in science classrooms in Content and Language Integrated Learning (CLIL) contexts. It is a timely contribution to the rapidly growing body of CLIL research in response to scholars’ consistent calls for more classroom-based research on the issues in integration of content and language teaching in lessons. With the dual goal of content and language learning, students in CLIL programmes are also facing double challenges – mastery of abstract, cognitively demanding content knowledge and unfamiliar academic language. Focusing on the notion of “scaffolding”, this edited volume demonstrates how science teachers can provide appropriate and timely scaffolding for their students to overcome the challenges in CLIL science classrooms. With studies from different educational settings (Hong Kong, Mainland China, Singapore and Australia) and epistemological paradigms, and adopting a variety of research designs, this volume will provide key insights into CLIL pedagogy and teacher education. Originally published as special issue of Journal of Immersion and Content-Based Language Education 7:2 (2019).

A guide on how to implement CLIL in the classroom to foster motivation, engagement and progress in language learning.

The Routledge Handbook of Materials Development for Language Teaching is the definitive resource for all working in this area of language and English language teaching. With 34 chapters authored by leading figures from around the world, the Handbook provides an historical overview of the development of language teaching materials, critical discussion of core issues, and an assessment of future directions. The contributions represent a range of different international contexts, providing insightful, state-of-the-art coverage of the field. Structured in nine sections, the Handbook covers: changes and developments in language teaching materials controversial issues in materials development research and materials development materials for language learning and skills development materials evaluation and adaptation materials for specific contexts materials development and technology developing materials for publication professional development and materials writing Demonstrating throughout the dynamic relationship between theory and practice, this accessible Handbook is essential reading for researchers, scholars, and students on MA programmes in ELT, TESOL, and applied linguistics.