Versión de HTML Básico
revista
de la Universidad Latina de México
43
When we use CLIL in a classroom in Mexico, and other
Latin American countries, we face the situation that most
books are published in the United States or Great Britain;
consequently, they present contents from the point of view
of their editors. This fact is even more evident in subjects
such as History and Geography in which the appraisal of
events differs from one cultural context to the other and the
author’s position influences the way s/he presents facts
and handles data.
Instead of considering this situation a drawback, teachers
can ask their students to reflect on the different views
people may have about the same historic event in order
to practise high order cognitive operations, as Bloom´s
taxonomy organizes them, such as evaluation (compare,
judge), synthesis (construct), analysis (criticise, question),
application (illustrate, interpret) and understanding (discuss,
recognise) among others (Ball, 2012).
As it needs to be done when teaching History or Geography
in L1, teachers should foster students´ desire to do extensive
research to explore different points of view, which, besides
promoting critical thinking, will allow learners to have a more
precise idea about how events happened. This provides a
good opportunity to reinforce local values as well.
Another disadvantage in using books which are printed in
the United States and Great Britain is that they do not suit
the syllabi which are determined by the local authorities
and that teachers need to follow at school. To manage
this situation, teachers can use supplementary materials
to complement the program. In this way, teachers do have
the possibility to use a great deal of resources as well as