The chapter is organised as follows. First, we briefly discuss CLIL models and how marketed coursebooks and other publishing materials are shaped in order to respond to such models. Second, we describe the methodology underpinning our corpus-based study, a study based on a collection of documents, in this case, coursebooks.Third, we describe the general features of the corpus-series and analyse how content, culture, communication and cognition are developed. Finally, we discuss our findings and put forward a set of questions to help teachers evaluate other CLIL-driven coursebooks.
CLIL and coursebooksAlthough CLIL may be seen as an elitist approach (van Mensel, Hiligsmann, Mettewie, & Galand, 2019), the spread of CLIL, in terms of innovativeness and versatility, in a myriad of educational settings, continues to grow through different models. CLIL is adapted to meet opportunities, affordances, and needs in consonance with educational and socioeconomic imperatives. As discussed in the introductory chapter to this edited collection (Chapter 1, this volume), CLIL models can be understood along a continuum with two ends: CLIL as an educational approach or CLIL as a language learning approach. As an educational approach, sometimes viewed as content-driven CLIL, CLIL means teaching a school subject through the medium of an additional language. This model is usually in the hands of a content teacher, who may be supported by an L2 teacher. At the other end of the continuum, CLIL as a language teaching approach is sometimes called language-driven CLIL. It means that English language learning lessons are contextualised in topics from school subjects, but the teaching is in the hands of an L2 teacher, and the main aim is learning English through curriculum content. Whatever the model between both ends, coursebooks are an important tool for CLIL provision.
