Versión de HTML Básico
febrero 2016
44
technology to make their classes more interactive, dynamic
and inspiring.
For some researchers such as David Graddol (2009),
the growth of CLIL suggests that English teachers will
disappear soon. This is based on the fact that specialized
English teachers who give classes to adults will no longer
be necessary if CLIL is successfully introduced in early
education. Graddol also asserts that the practice of CLIL
moves away from EFL principles in which English is
considered to be a tool to communicate with English native
speakers and learn values together with features related
to their culture, differing from CLIL which views English
as a language to be used among non-native speakers of
English (Graddol, 2009). This can be considered as the
evolution that the teaching of English must go through, as
other subjects such as Natural Science, Chemistry and
Mathematics also experience changes in methodology,
contents and materials.
When English teachers receive the proper training to be
able to use CLIL, they discover new strategies and activities
that allow them to enrich their classes. Students who learn
content through English expand their lexical knowledge in
such a way that they can communicate in many different
contexts, express and understand ideas about a variety of
topics they would not be familiar with if their English classes
were limited only to linguistic contents.
Bearing in mind that CLIL occurs in formal education
settings, we take it for granted that teachers do have
enough materials, resources and institutional support to
accomplish the instructions properly but, as Wilkins (1972)