Attempting Syllabus Cohesion Through the Integration of Language WebQuests into a Superior Unit
As suggested in the specialized literature (Hardisty & Windeatt, 1989; Salaberry, 1996; Pérez Torres, 2006), the language WebQuest (Koenraad and Westhoff, 2003; Pérez Torres, 2006) is not, in many cases, integrated in a superior unit. This integration into a broader unit will facilitate the organisation of the curricular contents, will facilitate the delivery of instruction, and will help achieve a sense of unity in the instruction which may result in better learning. This issue is still left unsolved in the literature, that is reason why in this paper we explain a possible way of achieving this integration through a different type of language WebQuest.
As its name implies, the CLILQuest is a type of WebQuest designed for the instruction within a Content and Language Integrated Learning (CLIL) setting. It is embedded into a CLIL framework which determines how to carry out CLIL instruction. Cohesion is attempted at least at four levels, namely (1) the relationship between the CLILQuest and the module, or immediate superior unit, to which it belongs, (2) the inner structure of the CLILQuest, (3) the possible cohesion achieved within the module thanks to the possible sequence of CLILQuests within it, (4) and the possible cohesion attained across the modules by means of the possible cohesion between CLILQuests of two different modules.
Keywords: Content and Language Integrated Learning, Language WebQuests, CLILQuests, Syllabus Design, Information and Communication Technologies
Dr. Almudena Fernández
Titular de Universidad Interino, Departamento de Filologías Modernas, Universidad de la Rioja