Teaching strategies in CLIL approach: a reading activity about “The Colour Monster”

Abstract

This article deals with the outcomes of a Content and Language Integrated Learning (CLIL) lesson in English about Shared Reading of an adaptation, by the teachers, of the book “The Colour Monster” by Anna Llenas. The session was carried out with second graders from a state school in Gràcia (Barcelona) and coteaching was adopted as a pedagogical methodology. Different strategies of Classroom Interactional Competence (CIC) are analysed to determine which of them are useful and work out in this reading activity as well as the benefits that Shared Reading contributes to students’ comprehension.