The scarce CLIL textbook content analyses available (e.g. Banegas, 2014; Carrasco & Criado, 2019) have not examined all Coyle's (1999) 4 Cs: Content, Communication, Cognition and Culture. This study examines to what degree CLIL Natural Science textbooks used in Spanish Primary Education adhere to such a framework. Banegas's (2014, 2018) and López's (2016) parameters were adapted and applied to a convenient sample of activities (N = 280). Results will be discussed in the light of the theoretical principles and methodological recommendations for CLIL materials design. Ultimately, this paper aims to lay the basis for more consistent analyses of CLIL materials.
This study examines to what degree CLIL Spanish-produced textbooks for Natural Science used in Spanish Primary Education adhere to Coyle's (1999) 4 Cs Framework: Cognition, Culture, Content and Communication. Surprisingly, despite the widespread implementation of CLIL in many international contexts, especially Europe, there are hardly any CLIL textbook content analyses (e.g. Banegas, 2014; Martín del Pozo & Rascón, 2015), and none of them have targeted the examination of all the 4 Cs. The present work refines and expands Carrasco and Criado's 2019 study, which only examined Cognition and Communication.
A convenient sample of CLIL textbook activities freely available on the Internet was chosen (http://clil.santillana.es/catalogue/primary). All the activities from one unit of each of the six course levels of the Natural Science subject were mapped into Coyle's 4 Cs (N = 280), for which purpose an analytical procedure adapted from Banegas (2014, 2018) and López (2016) was implemented.
For "Content", the topics of the full textbook series were compared against the official Spanish curriculum of Natural Science. Besides, the types of texts included (bullet points, visuals, continuous texts and tables/diagrams) were quantified. Concerning "Communication", the number of activities fostering each one of the four language skills, grammar, vocabulary and the types of classroom management (individual, pair and group work) were computed. Regarding "Cognition", the cognitive processes potentially activated in all the activities were identified. Inter-rater reliability scores in this dimension were over 80%. As to "Culture", the activities were analysed to examine whether they explicitly fostered students' awareness of their own culture and environment.
Results will be discussed in the light of the theoretical principles and methodological recommendations for CLIL materials design. Ultimately, this study aims to lay the basis for more consistent CLIL textbook content analyses.
