Teaching geography-related vocabulary and aspects of content knowledge in an EFL secondary school classroom

Abstract

Incorporating a range of texts on selected aspects of geographical subject matter knowledge accompanied by geography-related vocabulary work in EFL lessons does not seem to be a common procedure in secondary school practice. By referring to the CBI and CLIL theoretical principles, however, EFL teachers can gain a better understanding of the benefits of introducing some elements of subject matter content into typically language-focused classes. It has been shown that content and language integrated learning exerts a positive influence on both vocabulary and content knowledge acquisition, and therefore it can become a welcome addition to General English lessons (e.g. Dueñas, 2003). What is more, it appears to be a more creative and effective way of teaching English as a second/foreign language. The present chapter discusses some theoretical considerations concerning the use of CLIL methodology in subject matter instruction, specifically geography, as well as practical guidelines to be followed by an EFL teacher in classroom settings. Apart from discussing the core assumptions of content and language integrated learning and teaching, the basic issues concerning geography instruction are also focused upon as a background for designing and conducting the action research study reported on in this chapter.