Investigating Content and Language Integration in an EFL Textbook: A Corpus-Based Study


  • Amna Arshad PhD Candidate, Department of Applied Linguistics, Government College University, Faisalabad, Pakistan
  • Muhammad Asim Mehmood Dean Faculty of Social Sciences, Government College University, Faisalabad, Pakistan


Bloom’s taxonomy, content and language integrated learning, textbook evaluation


This research evaluates an English language textbook from CLIL perspective. For this purpose, an intermediate level (grade-11) English language textbook has been selected and analyzed utilizing Coyle’s conceptual framework of 4Cs (i.e. content, cognition, communication and culture).Content, communication, and culture have been explored through a checklist, whereas cognition has been explored by developing a corpus from the questions given in the exercises of the textbook and analyzing in the light of Bloom’s taxonomy. The results reveal certain breeches between CLIL features and the textbook’s contents. Layout, learning outcomes, organization of the content, subject matter, authenticity of the text, exercises, and focus on language skills does not seem to match with CLIL perspectives. Listening and speaking skills are observed to be ignored. Moreover, the exercises do not seem to foster critical thinking and interaction between students and teachers. Most of the questions are observed covering only first two levels (i.e. knowledge and comprehension) of Bloom’s taxonomy. The study concludes that CLIL principles are not integrated in the textbook. Therefore, the textbook is not suitable to an ESL/EFL setting.


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How to Cite

Amna Arshad, & Mehmood, M. A. (2019). Investigating Content and Language Integration in an EFL Textbook: A Corpus-Based Study . Linguistic Forum - A Journal of Linguistics, 1(1), 8–17.