5 Evaluating and creating materials $ and tasks for CLIL classrooms Cchupers sand 4 outined she ways in which teacher might vse 2 ait of work and indiidua eto, using a planning framework based around the 4Cs approach snd a aernglangsage in thee categories the language of eating, he language for learn seen the language through ening, Tis chop eplores the ways in which esher wre asenble terials a tasks ina ntegrated way to cree stimulating and fective Cui tesons and units aad why such meshods are Hl to succeed tic important to remeber that there #80 single CLIL pedagogy. Accepted efiecive prtctoe pedagogies ansocsted with individual subjets should fer the est ‘Sppronches la far CLIL contents although, os the chapter il show, aches wil ned soe thee focus to meet the spesite demands of the language dynamic: Neverthe the teseaul teaching strategies and devices which ae proven to underpin Fearn i vray content teachers repertoire should stil be the staring point forall LIL course Slane Langage tenching pedagogy by sal te oto be appropriate fr CLL coer a hous language teachers amarenest of hos Iearrs ler fof course, inal When s good teacher begins to develop unit on, for example, he lives of shire i ‘hry mtaneos equations oF the use of tks in he technology workshop, that Pow ewe act of guiding principles about the nature ofthe learning experiences ren he outcomes expected This wil include resource, activities and aeiviytonk ayes tacher on student roles, iastoom ethos, and means of assesment, When the teicher ‘euns to plan units uch a the above as part of CLL. programme, these intl gusting principles shouldbe the same, Ths chapter wil address the fsesin the folowing way. First, we wil explore the ‘acto ich shuld be taken ino secount when materials are being evaluated or create Trcontrast the vast Eglshlngange teaching coursebook snd vesouree marketer are We fo eady-made CLTL otras availble and so ‘cshation is more appeopritly Ted tosclcting and mong ext (ol types) and asks lane ftom authentic inter et source, a this wl etre inthe next section af the chap. We nee, of cous to rade et epartly ron sks bth ave inividualcracia features and this will be ‘onda port ofthis second vecion, Finally, we will examine sues around teacher Creation of CLIT. meri fom scratch!L. Y 5 ounting and eating matrn antosk forCULdsscoms 87 5. Factors influencing materials and task evaluation and design (CLI teachers in the eal stage ofcourse development often comment on a shor age of ready-made resources and a consequent ed hth ta find and fo create earning, materials I is important that when teachers seek the materials which will shape thet ‘course they have an underpinning cueculrpslosophyin mind, Some teenchers, uch as Shke (1998), maintain that curriculum éesign is not the same as materials design and fan be seen a5 emote, more theoretical activity which docs not influence teachers weve, the 4s Framework andthe CLIL Tool Ki outlined in Chapters 3 and can be seen to act in this currculumforming role Schwartz saintains tht tlhe focus of currcuum-writing should be shied away from directing the students, and towards engaging, ad even educating, teacher (2008 45-A CLIL curiam curently often created along wth the materials which deliver and in such cases the divide mentioned by Shed (998) doesnot exist. But where crriculum writers ae shaping mera iis vital that practice guidelines ae also included which easy addres the lating inte tions of the material Inthe world of language teaching espe in TESOL, material design is « much discussed area (se for example, McGrath 202; Richards, 200% Tomlinson, 2003) The anger for CLIL is that 2 conventional TESOL approach to mitra development could {acu attention only on linguistic ater than on bth content and inguitc, aspect of ‘courses, modles and units. MeGrath (soe) proposes that materials design should be subject toa continuous review proces a use wl sways determine how appropriate the raters are fr different contexts and groups of lamers. As CLIL contents ae often current botk new and specif, the nee for such « proces is cleat The focus inthe “MeGrath book (ibid. tends tobe onthe teaches contro of the proces that flows the lection of potential resource. He suggests that this uns from evalation ~ which const tutes both fist glance and close eauaton ~ through «series of rood tps nding ‘aplation for teaching, supplementation (with other material), ating rhs nvaved id, lly evalting elects Ina CL cassroomand in CLIL medium-term planning we ned to focus equally 0” how the stadens met he content subj the imp) and what they do wil lesan (how ‘hey proces the input. The design process involving what i noded to met conte subject concepts i expel skied fm CLI. leson prepattin, buts the ak design which seers how this material is proctsted and how understanding is expressed the output). CLIL materials designers wil naurly consider any constraint associated with aspects ofthe target content or with the language which accompanies, bat in this ‘hapler we sugest that there shoud aio hea foes on aden and teacher cls, festive factors (which relate o feelings and emotions, such as anxiety and motivation) std coga tive factors. These other perspectives alo bring a deeper emphasis on god tsk and mate rik evaluation and design. The next section wil briefly consider why these elements ate important for learning ap teaching generally and terlore alo fr tak designae and language atest Lering Student and teacher oles “The espetv ries fhe teacher snd students are cena to CLTsbecase tse ate andy demand ore tden-ented approaches, Students regulary ack ian CLI cous te df epeil at te benning (ee Chapter) Moreone ce ache cngaing with and learing appropiate cognitively challenging content ‘peal auth language egos depth of prveig whic cannot he tained when the teacher i imply in aa ea cdcla peatamount of pred wok, group work nd cooperative ning tech- Sie ch an sow ass. Many move propre trough 2 nik 1 «GU? TRebachpresenaton task, perhaps centred op a webquest “Wabbqucts ae tasks designed to be unrtaken by groups of earners ‘hey involve working 0 br ocllte materia ffamn the Internet another sources ad tent pesent findings to other learners See rps/wcbquestorghindech? for more information, Science wits often fous on investigations because they tequte students 10 ta compere aad contrat dics and row oncusions aay ray and then in writen Paar te inpovtance of desgnng au-stage and mal-layered take which enbance the active role of the student sees lear. eee deep le such as analysis contetuizntion and metacogitin ae ‘ot hen et Heme taken fom a emote curriculum designer they ae integral (0 rae ave Iaring iva CLIL context because ofthe increased demands made by that aa tet at these demands exist rans that till the sore importantto and cor Mev and cgative sues when designing and evaluating tasks and materials Munegh we wont to change CLILkaraers though the oe of cngion objets aa aeeae cs actu ache same time we must ensre hat the challenge dows not ead To anxiety and reduced motivation, Affective factors: Metivation and anviety Moran sake theme for langage leaning, Dory and o-aurors alone have publ ove ates pers atl boks om he subject sine de ina (Fr earn Diy anon: Donny so Drala Cit 202) Why itso portant fd how relevant this for CLI classrooms? eee damtntiou to tate that considerable concentration fort and willpower re eels enew another langage effectively, Both noticing and atention ae Key empo me fthe equine processes, As motivation sits ona igher affective and mental level aan ees conpanent it isa naceasaty preequsite fr them. Without tey will be aaa otiaton cam sr inertia instrumental origins (DOr1ys 200.) or