Introduction

Methodology

In this unit the methodology that was applied consisted of seeing students as a whole, trying to make the L2 stronger through their L1, the use of translanguaging was implemented to facilitate the learning process of students, since their classes are based on a Subject content, in this case Colombian terrestrial ecosystems. This link between content and language facilitates the use of CLIL allowing the development of the interactional language, and applying at the same time the 4c’s as a complement to acquire the second language as a whole. Furthermore, CLIL and Translanguaging the methodology of this unit is designed to help students to use grammatical structures such as the simple present, through different activities that make the students an active part of the learning process. Skills development and evaluation. Reading: This skill is applied in some lectures about the content, it is evaluated in amode of output about what they did understand of what they read. Listening: This skill is practiced through audiovisual media, in addition the input that the teacher gives while the class is being developed. Writing: This skill is applied in the input students give about the content saw in each lesson. Speaking: Students will develop this skill in the part of the socialisation about the content. Grammar: This part is practiced linked with the content, while content is being taught grammar is being worked too, in this case the simple present tense is applied.

CLIL in this unit is present in the use of a L2 to work in a Content area, in this area Biology, focused in Terrestrial Ecosystems, CLIL is applied because we are searching to develop the 4C’s in the language management but also it is included the content to strength the language part. On the other hand, translanguaging is applied because there is not only a use of an L2, there is practice too the L1 in the learning process of the content, helping students to make more understandable the Biological component since they are not being limited in the use of the languages.

Why is it important to use translanguaging for us?

Translanguaging, as an approach, allows the students to use their complete repertoire at its maximum capacity. The main reason for this is that students are implementing semantic and pragmatic resources from both languages to construct notions, participate actively, and answer questions. In this book, the L1 plays the role of being the bridge that connects with the L2.

We also focused on Ausebelt's theory of meaningful learning since we want the students, through the use of this unit, to connect what they already know (L1) with what is new (L2) in their cognitive mental structure.

How can CLIL manifest in this book?

CLIL can be manifested in the sense that we structured the content and the use of the second language as complementary goals. They work together to enhance the student's comprehension through solving and reading our material proposed in the book. Each one of them showcases a logical connection between a topic and the language needed. Due to this, students will work on both components at the same time.

For instance, the subject matter regards the types of Colombian ecosystems, and the language evaluated is about the present simple use. Both elements unify to provide the students with a broader range of cultural and language use knowledge. According to Banegas ( ), nowadays, it is explicitly needed for the connection of contextualized practices in the second language teaching process to take place.

Bilingual education ideology and framework

Framework : heteroglossic Model: dynamic

A heteroglossic view of language takes into account the challenges of communication in the globalized and super diverse world, recognizes the diversity of language practices, and supports the language interaction of children with different translanguaging practices. According to this view of language, we can identify two further theoretical frameworks for bilingual education programs: recursive and dynamic (García, 2009). Moreover, the heteroglossic framework seeks to maintain a high level of proficiency in L1 and L2. It also tries to make a language addition but giving the same importance to the two of them. At the same time, It allows the bilingual coexistence of the two languages, developing a bilingual shift between them in the classroom space.

Dynamic model: There, the student is consider as a whole, taking into account that they have a linguistic repertoire that make them as bilingual have different perspectives of the world, for this reason the use of translanguaging allow students to have a co-existence of the different languages, developing the transcultural identity of the learners. The dynamic theoretical framework supports the idea that language interaction takes place on "different planes including multimodalities, and other linguistic interrelationships" (García, 2009, p. 118). According to García and Wei (2014), the dynamic bilingual model posits that bilinguals have one linguistic system with features that are integrated throughout. It allows the simultaneous coexistence of different languages in communication and, therefore, supports the education to use languages "for functional interrelationships, and not simply for separate functional allocations" (García, 2009, p. 118).

Teacher role

What is expected of a CLIL and translanguaging approach is based on the nature of those approaches. A teacher must have: - The sufficient knowledge of the language and content used. - The ability to teach to people of diverse linguistic and cultural backgrounds. - The ability to use methods that facilitates the understanding of a meaning. - The capacity of modeling a good language usage. - The power to maintain an inclusive classroom culture. - The knowledge of how to apply translanguaging in different contexts. - The ability to select complementary materials on a given topic. - The ability to use dual-focussed. -The ability to develop and implement evaluation tools.

Student role The students are expected to improve the communicative second language skills through learning simultaneously a subject content, in this specific unit based on Colombian terrestrial ecosystems. In this way as CLIL is being used, it is predicted that students will develop the 4C’s, using some cognitive abilities to achieve the cultural understanding that make part of a bilingual point of view. In addition, the good motivation and attitude of the student is a required factor to make the whole learning process easier and meaningful.