Creating teaching materials for a first aid English CLIL course for year 8 English as a foreign language class

Abstract

This thesis explores the creation, piloting, and evaluation of Content and Language Integrated Learning (CLIL) teaching materials for a first aid English course for Year 8 students in an English as a Foreign Language (EFL) context. The aim of the study was to identify which CLIL principles are most effective in the design of teaching materials and to evaluate the usefulness of these materials for both language and content learning from the perspectives of students and teachers. The thesis is divided into two main chapters. The first chapter, the literature review, gives a theoretical overview of the CLIL methodology. The second chapter presents the creation, piloting process, and evaluation of first aid- English CLIL teaching materials. Data was collected through researcher reflection, students’ questionnaires, and teachers’ feedback to identify which CLIL principles were most effective in the design of teaching materials and evaluate usefulness of these materials. The created teaching materials were piloted during five lessons, which substituted for health education and English lessons. Two practicing teachers (one of health education and the other of English) were asked to evaluate teaching materials, to give feedback on their quality and provide suggestions for further improvements. The paper includes seven appendices and is based on 17 primary and 23 secondary sources. Keywords: CLIL, first aid education, teaching materials, EFL