Page 170 - Volk, Marina, Štemberger, Tina, Sila, Anita, Kovač, Nives. Ur. 2021. Medpredmetno povezovanje: pot do uresničevanja vzgojno-izobraževalnih ciljev. Koper: Založba Univerze na Primorskem
P. 170
na Paula Gortan-Carlin and Gordana Dobravac
ers (Anderson, McDougald, and Cuesta Medina 2015). Thus, CLIL promotes
incidental learning which is also achieved through using songs.
The specific dual nature of songs consisting of music and textual elements
offers numerous benefits when used in English classes. Besides all the men-
tioned benefits (linguistic, affective), songs could foster musical literacy and
the learning of new non-linguistic content (reform-based) if they are devel-
opmentally appropriate music. This is an important prerequisite because if
not met, the great potential of songs remains locked.
Having in mind the aims of the study, the following research questions
were formulated:
1. What is the extent of songs included in the reform-based EFL (English
as a Foreign Language) textbooks for the first grade of primary schools,
– that are age-appropriate in terms of musical elements and could fos-
ter musical literacy?
– that contribute to intercultural competence?
– that contribute to the development of values defined by the cross-
curricular themes?
Methodology
Data Collection
In line with the research questions, the source of relevant data were three
new textbooks for early English learning. They were designed to help pupils
achieve the educational outcomes according to the new curricula. The three
textbooks were published in 2019 and they are defined as textbooks for En-
glish language classes, first grade of primary school, first year of English learn-
ing. Each textbook is published by a different publishing house in Croatia but
one textbook was designed in cooperation with a British publishing house.
All textbooks are approved primary textbooks by the Ministry of Science
and Education of the Republic of Croatia for the school year 2019/2020 (Min-
istarstvo znanosti i obrazovanja 2019a). Since in the approved primary text-
books catalogue there are textbooks representing five different publishing
houses, the selection criteria for this study was the number of schools using a
specific textbook (https://udzbenici.skole.hr/). The three textbooks most fre-
quently chosen were selected for the analysis. Since the purpose of this study
is not to evaluate the work of a specific publishing house, the textbooks are
coded as textbook 1, 2 and 3.
After quantifying the musical forms in each textbook, i.e. songs and chants,
songs were identified as the units for analysis. Songs contain more relevant
168
ers (Anderson, McDougald, and Cuesta Medina 2015). Thus, CLIL promotes
incidental learning which is also achieved through using songs.
The specific dual nature of songs consisting of music and textual elements
offers numerous benefits when used in English classes. Besides all the men-
tioned benefits (linguistic, affective), songs could foster musical literacy and
the learning of new non-linguistic content (reform-based) if they are devel-
opmentally appropriate music. This is an important prerequisite because if
not met, the great potential of songs remains locked.
Having in mind the aims of the study, the following research questions
were formulated:
1. What is the extent of songs included in the reform-based EFL (English
as a Foreign Language) textbooks for the first grade of primary schools,
– that are age-appropriate in terms of musical elements and could fos-
ter musical literacy?
– that contribute to intercultural competence?
– that contribute to the development of values defined by the cross-
curricular themes?
Methodology
Data Collection
In line with the research questions, the source of relevant data were three
new textbooks for early English learning. They were designed to help pupils
achieve the educational outcomes according to the new curricula. The three
textbooks were published in 2019 and they are defined as textbooks for En-
glish language classes, first grade of primary school, first year of English learn-
ing. Each textbook is published by a different publishing house in Croatia but
one textbook was designed in cooperation with a British publishing house.
All textbooks are approved primary textbooks by the Ministry of Science
and Education of the Republic of Croatia for the school year 2019/2020 (Min-
istarstvo znanosti i obrazovanja 2019a). Since in the approved primary text-
books catalogue there are textbooks representing five different publishing
houses, the selection criteria for this study was the number of schools using a
specific textbook (https://udzbenici.skole.hr/). The three textbooks most fre-
quently chosen were selected for the analysis. Since the purpose of this study
is not to evaluate the work of a specific publishing house, the textbooks are
coded as textbook 1, 2 and 3.
After quantifying the musical forms in each textbook, i.e. songs and chants,
songs were identified as the units for analysis. Songs contain more relevant
168
