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febrero 2016
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teach it in English may result in a blend of both languages
in which important characters, places, documents and
terms need to be mentioned in Spanish. Students miss not
only the opportunity to practise the L2 in a full immersion
environment but also the wealth of the cultural facts that
should be better explained and understood in their L1.
Taking into consideration the contexts we are immersed
in, we wonder about the need to reflect on whether it is
necessary to teach the target culture in the courses where
we are teaching English as L2. We judge it relevant to
include authentic materials (films, recordings, etc.) and
even invite a native speaker to interact with the students.
However, this may result in a complex situation if the
ideology of L2 is taken into account (Provensal et al., 2008,
in Banegas, 2011).
REFLECTION as a means of CONCLUSION
After all the previous analysis, we should be aware that even
though both learning a language and learning through a
language are in accord, adopting CLIL suggests that
teachers should move from the traditional standpoint not
only in the consideration of the language classroom but also
in their role (Darn, 2006).
Herein, we can mention David Marsh who makes it clear that
CLIL does not threaten language teaching; he considers
that it really helps to enhance it, so he sees the future of
good English language teaching really powerful. He adds
that working with CLIL is not an individual activity since
there is a need for discussion among teachers who are