This version of the course guide is provisional until the period for editing the new course guides ends.

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Content and Language Integrated Learning (CLIL) in Primary Education

Code: 103578 ECTS Credits: 6
2025/2026
Degree Type Year
Primary Education OT 4

Contact

Name:
Melinda Dooly Owenby
Email:
melindaann.dooly@uab.cat

Teachers

Mónica Lopez Vera

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

To take this course students must demonstrate a C1 level in English. This is a requirement for all the courses that make up the specialization (menció) in English language teaching. Students in 3rd year will have to provide evidence that they comply with this requirement by the date indicated on the Faculty of Education webpage in order to be able to take any course in the specialization in the fourth year, including this one. Students who are taking this course as an elective but not enrolled in the specialization (menció) must also document a C1 by the indicated date in order to enrol. Further consultations can be made at the academic management office of the Faculty of Education Sciences, UAB.


Objectives and Contextualisation

Objectives

This course aims to introduce student-teachers to foundational theory, essential aspects and teaching strategies relative to Content and Language Integrated Learning (CLIL) contexts.

Through this course, students will learn to apply theoretical basis of CLIL in order to select, adapt and/or design appropriate materials and activities for a CLIL course that meet official curriculum requirements. This includes:

  • Creating materials that ensure comprehensible input (receptive skills) of the target language during the implementation of CLIL lessons/units/projects.
  • Creating materials that orient students towards adequate output (productive skills) in the target language during the implementation of CLIL lessons/units/projects.
  • Creating materials that supports students' interaction and mediation in the target language during the implementation of CLIL lessons/units/projects.
  • Creating materials that adequately assess students' process and progress through CLIL lessons/units/projects.
  • Creating materials that cater for diversity, gender perspective and inclusive education.

Students will also learn about teaching strategies that are optimal for CLIL implementation.

 


Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Be familiar with the languages and literature curriculum.
  • Critically analyse personal work and use resources for professional development.
  • Develop and evaluate contents of the curriculum by means of appropriate didactic resources and promote the corresponding skills in pupils.
  • Effectively address language learning situations in multicultural and multilingual contexts.
  • Express oneself orally and in writing in a foreign language.
  • Foster reading and critical analysis of the texts in different scientific fields and cultural contents in the school curriculum.
  • Foster reading and encourage writing.
  • Incorporate information and communications technology to learn, communicate and share in educational contexts.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Understand the basic principles of the sciences of language and communication.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Adapt and write textbooks adjusted to the level of cognitive and communicative development of pupils in correct English and with the proper register.
  2. Analyse communication needs and control the process of learning the English language.
  3. Analyse experiences of good practice to address, produce and implement process of collaboration and telecollaboration among different educational agents.
  4. Analyse the communication needs and control the learning process of foreign language pupils.
  5. Analyse the indicators of sustainability of academic and professional activities in the areas of knowledge, integrating social, economic and environmental dimensions.
  6. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  7. Assessing the value of learning strategies and techniques of and in English appropriate to primary education.
  8. Assessing the value of Spanish language learning strategies and techniques appropriate to primary education.
  9. Being capable of self-assessment and of evaluating the written and oral productions of colleagues in English in a well-argued way.
  10. Communicate using language that is not sexist or discriminatory.
  11. Consider how gender stereotypes and roles impinge on the exercise of the profession.
  12. Critically address and select texts related to the academic content of infant and primary education that are appropriate for the CLIL classroom.
  13. Critically analyse and discuss theoretical texts from different fields of linguistics.
  14. Critically understand and analyse, from a formal register of the English language, professional and academic discourse in English.
  15. Demonstrate critical thinking applied to the selection of literary texts and communicative design tasks based on the manipulation of these texts with the dual aim of promoting language learning and facilitating access by kindergarten and primary school children to literary culture in English.
  16. Demonstrate effective communication skills of at least level B2 of CEFR in situations of multilingual interaction and international contexts both orally and in writing.
  17. Demonstrate intercultural attitudes to benefit efficient work in diverse teams.
  18. Demonstrate sufficient receptive competence in foreign languages to understand oral presentations and read professional documents (teaching materials, popular articles, etc.). with the help of tools to support comprehension.
  19. Design tasks that foster a taste for reading and the development of critical thinking in primary pupils.
  20. Develop linguistic and literary competence using the English language in a fun and creative way.
  21. Develop reading skills in English to be able to analyse the practical implications of carrying out theoretical proposals in the field of language teaching.
  22. Establish relations between the foreign language curriculum of nursery and primary education, and between both and that of secondary school.
  23. Establish relations between the language curriculum of primary education and that of other curricular areas.
  24. Form teams that are capable of carrying out activities effectively both in person and remotely.
  25. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  26. Identify the social, economic and environmental implications of academic and professional activities within one?s own area of knowledge.
  27. Incorporating appropriate CMO activities for the development of CLIL units in the context of national and international programmes (Comenius, etc.).
  28. Knowing how to identify the level of knowledge of infant and primary education pupils, being able to analyse their communicative needs and control their process of language learning, as well as knowing how to self-assess one's own level of proficiency in English, analysing one's own communicative needs and establishing a plan of improvement.
  29. Manage communication in the CLIL classroom efficiently, creating opportunities for the use of the target language as a language of communication.
  30. Perform tasks and criteria for training and integrated evaluation of content in French.
  31. Perform tasks and criteria of high educational value to promote integrated assessment of content in English.
  32. Present products (teaching units, class analyses, etc.) produced in teams with people from different degree courses and levels of expertise.
  33. Produce structured teaching sequences in projects that promote both the integrated learning of the school's languages and the development of digital learning and intercultural skills.
  34. Produce structured teaching sequences in projects that promote both the integrated learning of the school's languages and the development of llinguistic, audiovisual and digital skills.
  35. Producing intelligible and fluent oral speech, while respecting the basic principles of pronunciation, rhythm and intonation in the English language.
  36. Propose projects and actions that incorporate the gender perspective.
  37. Propose viable projects and actions to boost social, economic and environmental benefits.
  38. Propose ways to evaluate projects and actions for improving sustainability.
  39. Recognising the CLIL class as a multilingual area by its very nature, and demonstrating awareness of the value of the linguistic repertoire of learners in learning academic content and acquiring an additional language.
  40. Recognising the value of the ICTs/LCTs as a privileged communication tool between teachers and learners with diverse languages and cultures.
  41. Self-assess one's own level of knowledge of English and analyse one's own communication needs and establish improvement plans.
  42. Understand basic pragmatics and semantics applied to the teaching of English and be able to analyse oral discourse in the classroom.
  43. Understand spoken academic discourse in English, know how to take notes and summarize the main ideas.
  44. Use advanced communication skills and strategies in the English language to suit the level of cognitive and communicative development of learners and interlocutors and be understood in English while efficiently using scaffolding strategies.
  45. Using ICTs in the design, development and self-evaluation of self-learning activities in English.
  46. Using texts from children's literature in Spanish in order to develop English language learning activities in primary education.
  47. Using the English language as a common vehicle of communication in the university classroom and in the primary school classroom, as well as all academic tasks related to the subject.
  48. Using the most cutting-edge resources and the most advanced consultation tools in the English language.
  49. Using virtual environments as tools for written communication that respond to a variety of functions (recreational, academic, transactional, etc.) among learners.
  50. Using virtual platforms as a communication and management tool for directed and supervised activities.
  51. Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
  52. Working efficiently as part of a team and individually, both in theoretical and practical activities, seeking resources and strategies that are appropriate for each situation.

Content

Contents

  • Theoretical background to CLIL approaches
  • Efficient communication in the foreign language classroom: oral, written and audiovisual discourse.
  • Appropriate teaching strategies for CLIL implementation.
  • Design, adaptation and evaluation of CLIL materials and activities.
  • Attention to diversity, gender perspective and inclusive education.

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
In-class lectures and programmed activities 55 2.2 12, 1, 2, 4, 41, 18, 30, 31, 44, 23, 29, 27, 39, 28, 47, 7, 8
Type: Supervised      
Material development and presentations 55 2.2 1, 4, 41, 44, 23, 39, 28, 47, 8
Type: Autonomous      
Self-directed learning 40 1.6 12, 1, 2, 4, 41, 18, 30, 44, 23, 27, 39, 47, 8

This subject follows a CLIL approach, that is, it has a double focus on pedagogical content and on language development. In-class lessons combine lectures with whole class and small group discussions, workshops, debates, presentations and other participative activities. Students are expected to be autonomous learners and to complete self-directed online learning and reading in order to then present their understanding and findings to their classmates and professors.

The target language (English) is the vehicular language in all classes, although readings and audiovisuals in other languages may be used. Non-discriminatory use of language, inclusive practices will be ensured as well as gender perspective.

Students will work collaboratively towards end products that display their comprehension of the CLIL approach. Demonstration of having achieved a more than superficial understanding of the contents will be in a conference format with colleagues, in-service teachers and other education agents as audience, when possible (see evaluation for more details).

 

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Assessment on work done and skills development. 5% 0 0 4, 41, 21, 44, 39, 9, 47, 45
CLIL Materials. Team planning and presentation of a CLIL teaching materials. 15% 0 0 12, 1, 3, 2, 41, 10, 24, 17, 18, 16, 15, 20, 30, 31, 44, 19, 23, 29, 25, 27, 32, 36, 37, 40, 39, 28, 52, 47, 46, 51, 7, 8
Individual Assessment: Exam. Display of theoretical and applied critical knowledge of course contents and course materials. 20% 0 0 12, 1, 5, 6, 41, 22, 18, 30, 44, 33, 34, 23, 29, 26, 38, 39, 28, 47, 50, 11
Individual assessment: Reading, participation in programmed activities and assignments, etc. 30% 0 0 12, 13, 43, 14, 42, 18, 16, 21, 35, 49, 48, 47, 50, 46
Teacher-directed learning and group work. Creation of a CLIL project (planning and teaching material creation) 30% 0 0 2, 4, 41, 17, 18, 31, 44, 29, 32, 40, 39, 28, 47, 7, 8

Continuous assessment

The continuous assessment is divided into these percentages:

- Individual assessment 50%:

Exam; linguistic competence in the target language (20%) (December 18, 2025).

Self-directed learning (Reading commentary (October 16*) and video analysis (November 27). (30%)

- Teacher-directed learning and group activities (creation, self-evaluation and co-evaluation of an CLIL project proposal: programming with activities and teaching materials) (December 4 and 11). (30%).

- Presentation, self-evaluation and final co-evaluation of group and/or couple (December 4 and 11). (15%)

- Self-directed learning. Assessment on work done and skills development through a personal reflection. (December 18). (5%)

Assessment tools:

- Participation in scheduled activities and completion of the task within the established deadlines*. Evaluated through co-evaluation, self-evaluation and return and evaluation by the teacher according to the averages achieved through compiled rubrics, qualitative comments and checklists.

- Final product (CLIL project) and presentation with co-assessment, self-assessment and feedback by the teacher, according to the descriptors described in a rubric and checklist.

- Individual exam with rubric provided on exam day: December 18, 2025

*We take away 1 point per day late for assignments turned in after the deadlines. Feedback will not be provided on assignments turned in after the deadlines.

The evaluation of the course encompasses the development of the identified basic competences for the subject. Given theimportance of participation, attendance* is mandatory: the student must attend a minimum of 80% of the classes and the online activities. Arriving late to class and/or online activities or leaving early means a penalty in final participation mark. Any documentation presented to justify absence serves as an explanation but does not imply an exemption from the course requirements. If someone has not meet the requirements for attendance, they are can opt for the resit exam. This is possible only in the case of having submitted 66% of the evaluation tasks. 

Being late or leaving before the class/activity may affect your attendance mark.

Requirements to pass the subject for continuous assessment:

  • 80% attendance;

  • Complete scheduled, self-directed and/or in-class activities;

  • Comply with the deadlines and criteria for the presentation of materials;

  • Demonstrate appropriate communicative competence in the target language.

Additional information on final presentations of CLIL materials:

Final products will be presented in conference format at the end of the course. These materials will represent CLIL lessons/mini-units/learning boxes/mini-lesson cycles/emergency plans for substitute teachers, etc. The materials will be contextualized in an authentic situation and will include integrated language and content knowledge, skills and competencies. In addition, they will take into account attention to diversity, gender perspective and inclusive education.

NOTE: Considering the nature of the course (specialization in the teaching of English as a foreign language), a separate individual qualification will be made for communicativecompetence in the language of instruction (English). Students who do notpass this assessment will not pass the subject. This grade is calculated progressively using assessment rubrics and according to the required activities (written and oral).

Single Assessment:

Students can opt for a single assessment that must be officially requested with administration.

The evaluation of the course encompasses the development of the identified basic competences for the subject. Given the importance of participation, attendance is mandatory: the student must attend a minimum of 80% of the classes. Any documentation presented to justify absence serves as an explanation but does not imply an exemption from the course requirements. If someone cannot meet the requirements for attendance, they are advised to opt for the resit. This is possible only in the case of having submitted 66% of the evaluation tasks.

The resit will take place under the same conditions as the ones for the continuous assessment, described below.

Arriving late or leaving early from class may negatively impact the attendance mark.

Students who opt for a single evaluation must present all the evaluation activities of the course, the same ones as for the conitinuous assessment, on the day of the final exam (December 18, 2025)

Additional information on final presentations of CLIL materials:

Final products will be presented in conference format at the end of the course. These materials will represent CLIL lessons/mini-units/learning boxes/mini-lesson cycles/emergency plans for substitute teachers, etc. The materials will be contextualized in an authentic situation and will include integrated language and content knowledge, skills and competencies. In addition, they will take into account attentiontodiversity, gender perspective and inclusive education.

 

Resit:

All students can only opt for the resit exam if and when they have previously been assessed in a set of activities whose weight is equivalent to a minimum of two-thirds (66%) of the subject's total grade.

The resit exam will take place on February 2nd, 2026, for both continuous and single assessment.

The resit exam will consist of a written and an oral task, both related to the subject content, tasks and project. The duration of the tasks will be 3 hours.

The highest grade that can be obtained in recovery is a 5/10.

This subject does not allow for a synthesis exam. Students who have taken the course previously, who have completed the assignments but failed the continuous assessment final mark should enrol in the course and can either opt for 'single assessment' or to take the 'resit exam' offered on February 2nd, 2026. 

Important information:

Copying and plagiarism is intellectual theft and therefore constitutes a crime that will be punished with a suspension from the entire blog/activity where the plagiarism occurred. In case of copying between two students, the penalty applies to both students. Cases of recidivism will result in a suspension for the entire course. It should be noted that plagiarism is reproducing all or part of another's work without proper references. By definition, "plagiarism" is the use of materials prepared by an author as their own work, without citing the sources, whether in paper or digital format. If you need more information about what constitutes plagiarism you can consult this web page.

It is for this reason that, in addition, the projects and materials presented must be of their own creation. If resources created by others such as videos, texts and/or images, among others, are used as part of the didactic material of the projects, these must be properly referenced in the bibliography/webography section.

 

The use of Artificial Intelligence: In this course, AI may be used as a supportive tool to brainstorm ideas, clarify concepts, and generate preliminary teaching materials, but it must never replace the student’s own thinking or voice. Any use of AI must be clearly acknowledged in assignments, and students are expected to critically evaluate and adapt any AI-generated content to suit specific learners and contexts. Reflections, assessments, and final submissions must be written independently and demonstrate individual insight and understanding. It is strictly prohibited to submit AI-generated work without full disclosure, use AI to complete quizzes or readings, or allow AI to produce feedback or evaluations. The responsible use of AI in this course means using it to enhance—not bypass—the learning process. In cases where there is uncertainty or disagreement about whether AI has been used inappropriately, the student will be asked to complete a follow-up task—such as explaining their critical thinking process, revising the work in a timed setting, or discussing key concepts orally—to verify authorshipand understanding of the content.

This evaluation activity will be carried out in front of a panel made up of the course teacher and 1 other teacher from the minor. If successfully completed, the panel will emit an agreed upon mark for the activity. if not successfully completed, a 0 will be given for the evaluation task in question and will be calculated into the continuous assessment of the student.

 


Bibliography

Bibliography

Recommended bibliography (many of the references in this list are useful for autonomous work). Specific bibliography to some of the activities will be given at the beginning of the course or during the course. Due to the rapid updates of webpages, an additional list of links may be given at the beginning of the course. 

  • Agustín-Llach, M. P., & Canga Alonso, A. (2016). Vocabulary growth in young CLIL and traditional EFL learners: evidence from research and implications for education. International Journal of Applied Linguistics (United Kingdom), 26(2), 211-227. https://doi.org/10.1111/ijal.12090.
    DOI : 10.1111/ijal.12090
  • Alcaraz-Mármol, G. (2018). Trained and non-trained language teachers on CLIL methodology: Teachers’ facts and opinions about the CLIL approach in the primary education context in Spain. Latin American Journal of Content & Language Integrated Learning, 11(1), 39-64. https://doi.org/10.5294/laclil.2018.11.1.3
    DOI : 10.5294/laclil.2018.11.1.3
  • Azkarai, A., & Imaz Agirre, A. (2016). Negotiation of meaning strategies in child EFL mainstream and CLIL settings. TESOL Quarterly, 50(4), 844-870. https://doi.org/10.1002/tesq.249.
    DOI : 10.1002/tesq.249
  • Banegas, D. L. (2016). Teachers develop CLIL materials in Argentina: A workshop experience. Latin American Journal of Content & Language Integrated Learning, 9(1), 17-36. https://doi.org/10.5294/laclil.2016.9.1.2.
    DOI : 10.5294/laclil.2016.9.1.2
  • Ball, P., Kelly, K. & Clegg, J. (2015). Putting CLIL into practice. Oxford University Press.
  • Barba, J. (2016). EXPRESSART: A project-based languagelearning experience. Bellaterra Journal of Teaching and Learning Language and Literature, 9(4), 59-81. https://doi.org/10.5565/rev/jtl3.689
  • Barrull, M. (2008). All Roads Lead to Rome: A CLIL Social Studies Experience. In M. Dooly & D. Eastment (eds.) “How we’re going about it.” Teachers’ voices on innovative approaches to teaching and learning languages (pp. 118-127). Cambridge Scholars Publishing.
  • Barrull García, M. (2006). L'anglès a les nostres aules: una llengua per comunicar-se? Proposta per millorar l'aprenentatge de l'expressió oral a les aules (supervised report) and annexed documents, directed by Dr. Melinda Dooly.
  • Cenoz, J. (2015). Content-based instruction and content and language integrated learning: the same or different? Language, Culture and Curriculum, 28(1), 8-24. https://doi.org/10.1080/07908318.2014.1000922.
    DOI : 10.1080/07908318.2014.1000922
  • Coehlo, E., Oller, J. & Serra, J-M. (2015). Una propuesta de adaptación del Marco Europeo para los ESL. Bellaterra Journal of Teaching and Learning Language and Literature, 8(1), 10-27. https://doi.org/10.5565/rev/jtl3.612
  • Coral-Mateu, J. & Lleixà-Arribas, T. (2013). L’aprenentatge integrat de continguts i llengua estrangera (AICLE) a Catalunya. Estudis i experiències. Temps d'Educació, 45, 7-16.
  • Coral-Mateu, J. (2013). Physical education and English integrated learning: How school teachers can develop PE-in-CLIL programmes. Temps d'Educació, 45, 41-65.
  • Coyle,D., Hood, P. & Marsh, D. (2013). Content and language integrated learning. Cambridge University Press.
  • Corredera-Capdevila, A. & Martínez-Ciprés, H. (2015). Let's tangram together. Guix: Elements d'Acció Educativa, 415, 67-72.
  • Cross, R. (2012). Creative in finding creativity in the curriculum: The CLIL second language classroom. Australian Educational Researcher, 39(4), 431-445. https://doi.org/10.1007/s13384-012-0074-8.
    DOI : 10.1007/s13384-012-0074-8
  • Darn, S. (2009). Teaching other subjects through English, cross-curricular resources for young learners, uncovering CLIL. ELT Journal, 63(3), 275-277. https://doi.org/10.1093/elt/ccp042.
    DOI : 10.1093/elt/ccp042
  • DeBoer, M. & Leontjev, D. (2020). Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations. Springer International Publishing AG.
  • Dooly, M. (2008). Content and language integrated learning: Introduction. In M. Dooly & D. Eastment (eds.) “How we’re going about it.” Teachers’ voices on innovative approaches to teaching and learning languages (pp. 104-108). Cambridge Scholars Publishing.
  • Dooly, M. (2013). Promoting competency-based language teaching through project-based language learning. In M.L. Pérez-Cañado (Ed.) Competency-based language teaching in higher education (pp. 77-92). Springer.
  • Dooly, M. (2018). Foreword. In R. Breeze & Pilar Gerns (Eds.) Developing creativity in content and language learning (pp. 3-6). Pamplona: Servicio de Publicaciones de la Universidad de Navarra. https://docs.wixstatic.com/ugd/d3edd2_3d003867dd614283a8fc0a65b02a2fca.pdf
  • Dalton-Puffer, C. (2017). Putting CLIL into practice. ELT Journal, 72(1), 109-111. https://doi.org/10.1093/elt/ccx063.
    DOI : 10.1093/elt/ccx063
  • Dooly, M. & Sadler, R. (2016).Becoming little scientists: Technologically-enhanced project-based language learning. Language Learning & Technology, 20(1), 54–78. http://dx.doi.org/10125/44446
  • Dooly, M., & Masats, D. (2015). A critical appraisal of foreign language research in content and language integrated learning, young language learners, and technology-enhanced language learning published in Spain (2003–2012). Language Teaching, 48(3): 343 - 372. DOI: https://doi.org/10.1017/S0261444815000117
  • Dale, L., & Tanner, R. (2013). CLIL activities: a resource for subject and language teachers. Cambridge University Press.
  • Departament d’Ensenyament.   DECRET 119/2015, de 23 de juny, d'ordenació dels ensenyaments de l'educació primària. Generalitat de Catalunya. Available at: http://portaldogc.gencat.cat/utilsEADOP/PDF/6900/1431926.pdf;
  • Echevarría, J., Vogt, M., & Short, D. (2009). Making content comprehensible for elementary English learners: the SIOP model. Pearson.
  • Ellis, R.  (2018). Reflections on task-based language teaching. Multilingual Matters.
  • Eixarch Domènech, E. (2011). Avaluació i aprenentatge en espais innovadors AICLE. Bellaterra journal of teaching and learning language and literature, 4(2), 1-16. https://doi.org/10.5565/rev/jtl3.371
  • Eixarch, E. (2014). Scienglish o la desaparición de las fronteras curriculares en el aula. Aula de innovación educativa, 237, 29-33. https://www.grao.com/es/producto/scienglish-o-la-desparicion-de-las-fronteras-curriculares-en-el-aula
  • Escobar Urmeneta, C. (2008). Talking English to learn Science. A CLIL experience in Barcelona. In M. Dooly & D. Eastment (eds.) “How we’re going about it.” Teachers’ voices on innovative approaches to teaching and learning languages (pp. 154-169). Cambridge Scholars Publishing.
  • Escobar Urmeneta, C. (2014). Conversar més i millor a la classe d'anglès. Per aprendre'n millor i arribar més lluny. Guix. Elements d'acció educativa, 410, 12-17.
  • Escobar Urmeneta, C. (2019). An introduction to content and language integrated learning (CLIL) for teachers and teacher educators. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2(1), 7-19. https://doi.org/10.5565/rev/clil.21.
  • Escobar Urmeneta, C. & Nussbaum, L. (Eds). (2011). Aprendre en una altra llengua / Learning through another language / Aprender en otra lengua. Servei de publicacions UAB.
  • Evnitskaya, N., & Aceros, J. C. (2008). We are a good team’: El contrato didáctico en parejas de aprendices de lengua extranjera. Revista Española de Lingüística Aplicada, 21, 45-70. https://ddd.uab.cat/record/70874
  • Fields, D.L. (2017). Scaffolding techniques for language teaching and learning: EMI, ELT, ESL, CLIL, EFL. Octaedro.
  • Gabillon, Z. (2020). Revisiting CLIL: Background, pedagogy, and theoretical underpinnings. Contextes et didactiques [Online], 15 | 2020, Online since 11 July 2020, connection on 20 June 2022. URL: http://journals.openedition.org/ced/1836; DOI: https://doi.org/10.4000/ced.1836
  • García Mayo, M.P.  (Ed.). (2017). Learning foreign languages in primary school: Research Insights. Multilingual Matters.
  • García Mayo, M. del P., & Lázaro Ibarrola, A. (2015). Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings. System, 54, 40-54. https://doi.org/10.1016/j.system.2014.12.001.
    DOI : 10.1016/j.system.2014.12.001
  • Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Heinemann.
  • Hasselgreen, A., Kalédaité, V., Maldonado Martín, N. & Pižorn. K.  (2011). Assessment of young learner literacy linked to the Common European Framework of Reference for Languages. European Centre for Modern Languages. Council of Europe. Available at: http://srvcnpbs.xtec.cat/cirel/cirel/docs/pdf/2011_08_09_Ayllit_web.pdf
  • Hidalgo, M. A. & Villarreal, I. (2024). Intensity matters in CLIL: Evidence from primary school learners’ receptive skills, System, 125, 103402, https://doi.org/10.1016/j.system.2024.103402
  • Horrillo Godino, Z. (2011). ¿Realizan los alumnos las tareas de intercambio oral de información en el aula AICLE? Bellaterra Journal of Teaching and Learning Language and Literature, 4(2), 71-95. https://doi.org/10.5565/rev/jtl3.378
  • Ioannou-Georgiou, S., & Pavlou, P. (2011). Guidelines for CLIL implementation in primary and pre-primary education. Cyprus Pedagogical Institute. Available at: http://arbeitsplattform.bildung.hessen.de/fach/bilingual/Magazin/mat_aufsaetze/clilimplementation.pdf
  • Lightbown, P. M. (2014). Focus on content-based language teaching. Oxford University Press.
  • Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge University Press.
  • Llinares, A. (2015). Integration in CLIL: a proposal to inform research and successful pedagogy. Language, Culture and Curriculum,28(1), 58-73. https://doi.org/10.1080/07908318.2014.1000925.
    DOI : 10.1080/07908318.2014.1000925
  • Lo, A. W. T. (2024). Unlocking CLIL success: exploring the interplay between students’ self-regulation levels, linguistic challenges and learning outcomes in Hong Kong secondary education. Language and Education, 39(2), 433–451. https://doi.org/10.1080/09500782.2024.2314135
  • Lobo, M. J., &Felip, R. M. (2014). Preguntar-se, investigar, comunicar ... aprendre (en) anglès amb les Tecnologies. Guix. Elements d'acció educativa, 410, 24-28.
  • López Vera, M., & Dooly, M. (2023). Languages: (in)visibility matters. In S. Melo-Pfeifer (Ed.) Linguistic landscapes and teacher education (pp. 21-37). Springer.
  • Marsh, D., Mehisto, P., Wolff, D., & Frigols Martín, M. J. (2011). European framework for CLIL teacher education. European Centre for Modern Languages, Council of Europe. Available here: https://www.ecml.at/Portals/1/documents/ECML-resources/CLIL-EN.pdf?ver=2018-03-21-153925-563
  • Morton, T. (2020). Cognitive discourse functions: A bridge between content, literacy and language for teaching and assessment in CLIL. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 3(1), 7-17. https://doi.org/10.5565/rev/clil.33
  • Nikula, T. (2015). Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning. System, 54, 14-27. https://doi.org/10.1016/j.system.2015.04.003.
    DOI : 10.1016/j.system.2015.04.003
  • Nussbaum, L. (2009). Integrar lengua y contenido, con los andamios necesarios. Cuadernos de pedagogía, 395, 56-58. http://hdl.handle.net/11162/36893
  • Otto, A. (2019). Assessing language in content and language Integrated learning: A review of the literature towards a functional model. Latin American Journal of Content & Language Integrated Learning, 11(2), 308-325. https://doi.org/10.5294/laclil.2018.11.2.6.
    DOI : 10.5294/laclil.2018.11.2.6
  • Otto, A. & Cortina-Pérez, B. (2023). Handbook of CLIL in Pre-Primary Education. Springer.
  • Pérez Cañado, M-L. (2016). From the CLIL craze to the CLIL conundrum: Addressing the current CLIL controversy, Bellaterra Journal of Teaching and Learning Language and Literature, 9(1), 9-31. https://doi.org/10.5565/rev/jtl3.667
  • Pinter, A.  (2017).Teaching young language learners, 2nd Edition. Oxford University Press.
  • Pittas, E. & Tompkins, L. (2024). A systematic review of student learning outcomes in CLIL in LOTE, Frontiers in Education, 9, 1-14. https://doi.org/10.3389/feduc.2024.1447270
  • Pladevall-Ballester, E. (2016). CLIL subject selection and young learners’ listening and reading comprehension skills. International Journal of Applied Linguistics (United Kingdom), 26(1), 52-74. https://doi.org/10.1111/ijal.12079.
    DOI : 10.1111/ijal.12079
  • Short, D., Short, D., Vogt, M., & Echevarría, J. (2011). The SIOP model for teaching science to English learners. Pearson.
  • Torras Vila, B. (2021). Music as a tool for foreign language learning in early childhood education and primary education. Proposing innovative CLIL music teaching approaches. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 1(1), 35-47.  https://doi.org/10.5565/rev/clil.60
  • Viladot, L. & Casals, A. (2018). Rhyming the rhythm and measuring the metre: Pooling music and language in the classroom. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 4(1), 37-43.  https://doi.org/10.5565/rev/clil.6
  • Whittaker, R. (2018). Reading tolearn in CLIL subjects: Working with content-language. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 1(1), 19-27.  https://doi.org/10.5565/rev/clil.4
  • Yongli, Q. (2024). CLIL research over the past three decades: A bibliometric analysis. Southern African Linguistics and Applied Language Studies, 43(1), 14–29. https://doi.org/10.2989/16073614.2024.2351888
  • Zhyrun, I. (2016). Culture through comparison: creating audio-visual listening materials for a CLIL course. Latin American Journal of Content & Language Integrated Learning, 9(2), 345-373. https://doi.org/10.5294/laclil.2016.9.2.5.
    DOI : 10.5294/laclil.2016.9.2.5

 

Online resources

 

 

 


Software

We will use and explore tools that can support CLIL approaches to language learning (e.g. Canva, Kahoot, Genially, Padlet, online processors). Students are not expected to be familiar with all the tools and apps introduced into the class but should be open to learning to use them.

 


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(TE) Theory 90 English first semester afternoon