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Within the bilingual education context, the role of professional identity, widely studied across several areas of educational research, is scarcely explored in Content and Language Integrated Learning (CLIL). According to the literature, few studies address the analysis of the pre‑service teachers’ professional identity in CLIL. Understanding the role of professional identity is vital for teachers’ professional development and even to adapt training programmes for CLIL teacher education. Thus, this study presents the design of a question‑naire aiming at analysing the professional identity of pre‑service teachers in CLIL. The questionnaire was validated through a panel of experts and applied to 73 pre‑service language teachers of primary education. Results demonstrated a valid and reliable instrument. Differences in tests administered to participants were statistically significant. Hence, the designed instrument serves as a starting point to evaluate the pre‑service teachers’ professional identity, Dentro del contexto bilingüe, el rol de la identidad profesional, ampliamente estudiada desde varias áreas de la investigación educativa, es escasamente explorada en el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE). De acuerdo con la literatura, pocos estudios abordan el análisis de la identidad profesional de docentes en formación en AICLE. Entender el rol de la identidad profesional es vital para el desarrollo profesional de los docentes e incluso para adaptar programas de formación docente para AICLE. Por lo tanto, este estudio presenta el diseño de un cuestionario para analizar la identidad profesional de los docentes en formación en AICLE. El cuestionario se validó mediante un panel de expertos y se administró a 73 docentes de lengua en formación de educación primaria. Los resultados demostraron que se trata de un instrumento válido y fiable. Las diferencias entre los tests administrados a los participantes fueron estadísticamente significativas. Así, el instrumento sirve como punto de partida para evaluar la identidad profesional de docentes en formación.

In this study, we analyze the acquisition of Dutch intensifying constructions by French-speaking learners in Belgium. Additionally, we compare learners enrolled in Content and Language Integrated Learning (CLIL) programs with learners following traditional second language instruction. We focus on intensification of adjectives and show that French and Dutch share a wide range of morphological and syntactic intensifying constructions, while at the same time displaying certain language-specific patterns. Based on the cross-linguistic similarities and differences and on the expected beneficial effect of CLIL input on SLA, we assume that the CLIL learners’ L2 use of Dutch will integrate more features (both formal and semantic) typical of L1 Dutch intensification. The study takes a Diasystematic Constructionist approach (DCxG) (Höder 2012, 2014a, 2014b, 2018), which conceptualizes the linguistic competence of multilingual speakers as an “interlingual network of constructions with different degrees of schematicity” (Höder 2012: 255). Within this framework, we analyze the acquisition of intensifying constructions at three different levels of schematicity. The results of our study indicate that, despite cross-linguistic differences between particular native- and target-language intensifying constructions, additional input (through CLIL) does indeed facilitate the acquisition of intensifying constructions, since the CLIL students use intensifying constructions overall in a more target-like manner, compared with their non-CLIL peers. The CLIL effect is apparent throughout the different levels of abstraction, although the differences between both learner groups are not always statistically significant and the effect sizes are often small. Interestingly, the results allow us to unveil specific reorganizational processes that occur in the ‘diasystem’ of French-speaking learners of Dutch, such as the generalization or overgeneralization of particular schematic patterns and the ina

As a concept, ‘risk’ is widely viewed and understood as something negative for students, which should be overcome, managed, or sometimes avoided to ensure their meaningful participation and success in their schooling. However, this study draws on Vygotskian sociocultural theory (Vygotsky, 1978, 1987) to conceptualise ‘risk’ as something positive and integral for the growth of both teachers and students. Using activity theory and the process of expansive learning (Engestrom & Sannino, 2010) as an analytical framework, this qualitative inquiry investigates risk as a sociocultural construct when applied in the context of Content and Language Integrated Learning (CLIL). In particular, with the focus of teachers’ professional learning and knowledge, this study examines the role of risk on facilitating teachers’ professional growth. In doing so, this study contributes to furthering our understanding of Vygotskian sociocultural theory and CLIL pedagogy. Through the interpretive analysis of two secondary CLIL teachers in Victoria, key findings reveal the two key types of student reactions to learning that indicate their negative affective responses, such as uncertainty, enabling teachers to notice the presence of risk in their CLIL classrooms. The findings also highlight how productive responses to risk is often tied with teachers’ use of appropriate mediation in class and how the resolution of risk is a catalyst for teachers to further their own professional knowledge and practices. The study also found how teachers’ choice of ineffective mediation or limited awareness of the presence of risk in class results in the non-resolution of risk, hindering them from understanding better ways of supporting their students in their specific contexts. This finding points to the importance of developing teachers’ capacity to notice and manage risk productively in their classrooms to ultimately facilitate their own growth as teachers. A key contribution arising from this study is the a

[EN] The Clilstore Practitioner Guidebook comprises an introductory guide to using clilstore.eu in Content and Language Integrated Learning (CLIL) contexts and provides technical guidance for CLIL practitioners at all educational levels. The book is divided into 6 chapters. Chapter 1 includes an introduction to CLIL and tries to give answers to common concerns put forward by teachers when they first decide to implement CLIL in their classes. Chapter 2 comprises a detailed description of Clilstore and its two complementary tools, Multidict and Wordlink, focusing on how the system can be used to create lessons that provide learners with content knowledge, as well as supporting language acquisition. It also draws on how to use the integrated Portfolio utility and the personalized Vocabulary lists that include a test yourself function. Chapter 3 focuses on various assessment models for CLIL. Chapter 4 provides an overview of the Help videos that have been created by the partnership to guide teachers in creating open access materials and explain the functionality of all the options the system provides. Chapter 5 includes a number of Clilstore units created by the project members to exemplify the wealth of possibilities the tool offers and how to link unit content to the 5 Cs in CLIL. Chapter 6 includes a comprehensive list of solutions to help teachers quickly overcome any hurdle encountered when starting to create CLIL teaching materials with Clilstore. Lastly, the Guidebook includes a wealth of useful resources for teachers to enhance their lessons and closes with the list of references and suggestions for further reading., [ES] La Guía para practicantes de Clilstore consiste en un manual introductorio para usar clilstore.eu en contextos de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) y proporciona orientación técnica para los practicantes de AICLE en todos los niveles educativos. El libro está dividido en seis capítulos. El Capítulo 1 incluye una introducción a AICLE y trata de dar respuestas a las preocupaciones comunes que plantean los profesores cuando deciden implementar AICLE en sus clases por primera vez. El Capítulo 2 comprende una descripción detallada de Clilstore y sus dos herramientas complementarias, Multidict y Wordlink, centrándose en cómo se puede usar el sistema para crear lecciones que brinden a los alumnos conocimiento del contenido, además de apoyar la adquisición del idioma. También se basa en cómo utilizar la utilidad Portafolio integrada y las listas de vocabulario personalizadas que incluyen una función de autoexamen. El capítulo 3 se centra en varios modelos de evaluación de AICLE. El Capítulo 4 proporciona una descripción general de los videos de ayuda que ha creado la asociación para guiar a los profesores en la creación de materiales de acceso abierto y explicar la funcionalidad de todas las opciones que ofrece el sistema. El Capítulo 5 incluye una serie de unidades Clilstore creadas por los miembros del proyecto para ejemplificar la gran cantidad de posibilidades que ofrece la herramienta y cómo vincular el contenido de la unidad con las 5 C en AICLE. El Capítulo 6 incluye una lista completa de soluciones para ayudar a los profesores a superar rápidamente cualquier obstáculo que encuentren al comenzar a crear materiales didácticos AICLE con Clilstore. Por último, la Guía incluye una gran cantidad de recursos útiles para que los profesores mejoren sus lecciones y se cierra con la lista de referencias y sugerencias para lecturas adicionales.

[EN] The Clilstore Practitioner Guidebook comprises an introductory guide to using clilstore.eu in Content and Language Integrated Learning (CLIL) contexts and provides technical guidance for CLIL practitioners at all educational levels. The book is divided into 6 chapters. Chapter 1 includes an introduction to CLIL and tries to give answers to common concerns put forward by teachers when they first decide to implement CLIL in their classes. Chapter 2 comprises a detailed description of Clilstore and its two complementary tools, Multidict and Wordlink, focusing on how the system can be used to create lessons that provide learners with content knowledge, as well as supporting language acquisition. It also draws on how to use the integrated Portfolio utility and the personalized Vocabulary lists that include a test yourself function. Chapter 3 focuses on various assessment models for CLIL. Chapter 4 provides an overview of the Help videos that have been created by the partnership to guide teachers in creating open access materials and explain the functionality of all the options the system provides. Chapter 5 includes a number of Clilstore units created by the project members to exemplify the wealth of possibilities the tool offers and how to link unit content to the 5 Cs in CLIL. Chapter 6 includes a comprehensive list of solutions to help teachers quickly overcome any hurdle encountered when starting to create CLIL teaching materials with Clilstore. Lastly, the Guidebook includes a wealth of useful resources for teachers to enhance their lessons and closes with the list of references and suggestions for further reading., [ES] La Guía para practicantes de Clilstore consiste en un manual introductorio para usar clilstore.eu en contextos de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) y proporciona orientación técnica para los practicantes de AICLE en todos los niveles educativos. El libro está dividido en seis capítulos. El Capítulo 1 incluye una introducción a AICLE y trata de dar respuestas a las preocupaciones comunes que plantean los profesores cuando deciden implementar AICLE en sus clases por primera vez. El Capítulo 2 comprende una descripción detallada de Clilstore y sus dos herramientas complementarias, Multidict y Wordlink, centrándose en cómo se puede usar el sistema para crear lecciones que brinden a los alumnos conocimiento del contenido, además de apoyar la adquisición del idioma. También se basa en cómo utilizar la utilidad Portafolio integrada y las listas de vocabulario personalizadas que incluyen una función de autoexamen. El capítulo 3 se centra en varios modelos de evaluación de AICLE. El Capítulo 4 proporciona una descripción general de los videos de ayuda que ha creado la asociación para guiar a los profesores en la creación de materiales de acceso abierto y explicar la funcionalidad de todas las opciones que ofrece el sistema. El Capítulo 5 incluye una serie de unidades Clilstore creadas por los miembros del proyecto para ejemplificar la gran cantidad de posibilidades que ofrece la herramienta y cómo vincular el contenido de la unidad con las 5 C en AICLE. El Capítulo 6 incluye una lista completa de soluciones para ayudar a los profesores a superar rápidamente cualquier obstáculo que encuentren al comenzar a crear materiales didácticos AICLE con Clilstore. Por último, la Guía incluye una gran cantidad de recursos útiles para que los profesores mejoren sus lecciones y se cierra con la lista de referencias y sugerencias para lecturas adicionales.

[EN] The Clilstore Practitioner Guidebook comprises an introductory guide to using clilstore.eu in Content and Language Integrated Learning (CLIL) contexts and provides technical guidance for CLIL practitioners at all educational levels. The book is divided into 6 chapters. Chapter 1 includes an introduction to CLIL and tries to give answers to common concerns put forward by teachers when they first decide to implement CLIL in their classes. Chapter 2 comprises a detailed description of Clilstore and its two complementary tools, Multidict and Wordlink, focusing on how the system can be used to create lessons that provide learners with content knowledge, as well as supporting language acquisition. It also draws on how to use the integrated Portfolio utility and the personalized Vocabulary lists that include a test yourself function. Chapter 3 focuses on various assessment models for CLIL. Chapter 4 provides an overview of the Help videos that have been created by the partnership to guide teachers in creating open access materials and explain the functionality of all the options the system provides. Chapter 5 includes a number of Clilstore units created by the project members to exemplify the wealth of possibilities the tool offers and how to link unit content to the 5 Cs in CLIL. Chapter 6 includes a comprehensive list of solutions to help teachers quickly overcome any hurdle encountered when starting to create CLIL teaching materials with Clilstore. Lastly, the Guidebook includes a wealth of useful resources for teachers to enhance their lessons and closes with the list of references and suggestions for further reading., [ES] La Guía para practicantes de Clilstore consiste en un manual introductorio para usar clilstore.eu en contextos de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) y proporciona orientación técnica para los practicantes de AICLE en todos los niveles educativos. El libro está dividido en seis capítulos. El Capítulo 1 incluye una introducción a AICLE y trata de dar respuestas a las preocupaciones comunes que plantean los profesores cuando deciden implementar AICLE en sus clases por primera vez. El Capítulo 2 comprende una descripción detallada de Clilstore y sus dos herramientas complementarias, Multidict y Wordlink, centrándose en cómo se puede usar el sistema para crear lecciones que brinden a los alumnos conocimiento del contenido, además de apoyar la adquisición del idioma. También se basa en cómo utilizar la utilidad Portafolio integrada y las listas de vocabulario personalizadas que incluyen una función de autoexamen. El capítulo 3 se centra en varios modelos de evaluación de AICLE. El Capítulo 4 proporciona una descripción general de los videos de ayuda que ha creado la asociación para guiar a los profesores en la creación de materiales de acceso abierto y explicar la funcionalidad de todas las opciones que ofrece el sistema. El Capítulo 5 incluye una serie de unidades Clilstore creadas por los miembros del proyecto para ejemplificar la gran cantidad de posibilidades que ofrece la herramienta y cómo vincular el contenido de la unidad con las 5 C en AICLE. El Capítulo 6 incluye una lista completa de soluciones para ayudar a los profesores a superar rápidamente cualquier obstáculo que encuentren al comenzar a crear materiales didácticos AICLE con Clilstore. Por último, la Guía incluye una gran cantidad de recursos útiles para que los profesores mejoren sus lecciones y se cierra con la lista de referencias y sugerencias para lecturas adicionales.

Introduction of the Special Issue ‘Assessing CLIL: A multidisciplinary approach’

The bilingual turn required education systems to undergo structural changes in order to adapt to the new situations. These adjustments included better language training for teachers, the adoption of alternative teaching methods, the increased use of ICT and self-designed materials, the curricular integration of content and language and the creation of competence-based assessment guidelines. In order to evaluate the depth of this transformation and the actual effect that it had on students and schools, a sustained observation covering a sufficiently wide timespan needed to be performed. Two decades after the inception of bilingual education in Andalusia—Southern Spain—, this paper will describe the configuration of the Bilingual Program as perceived by the change agents: the school teachers. L1 Spanish teachers, L2 teachers and content teachers adopted different practices and therefore hold slightly divergent opinions. Nevertheless, there exists a consensus on the general benefits of CLIL bilingual education. Drawing from their perceptions, which will be presented for each of the above-mentioned aspects, this paper will counter the most recurrent criticisms that CLIL education meets., El auge del bilingüismo ha hecho necesario que los sistemas educativos experimenten cambios estructurales para adaptarse a las nuevas situaciones. Entre estos ajustes se encuentran la mejora de la formación lingüística del profesorado, la adopción de métodos docentes alternativos, el aumento del uso de las TIC y de materiales propios, la integración curricular de lenguas y contenidos y la creación de criterios de evaluación basados en competencias. Para evaluar la profundidad de esta transformación y el verdadero efecto que ha tenido en los estudiantes y los centros educativos, se necesita una observación prolongada que abarque un periodo de tiempo lo suficientemente amplio. Tras dos décadas de educación bilingüe en Andalucía —la comunidad autónoma del sur de España—, este artículo pretende describir la implantación del Programa Bilingüe tal y como la perciben los agentes del cambio: el profesorado. Los profesores de Lengua Española (L1), los de Lengua Inglesa (L2) y los de áreas no lingüísticas han adoptado diferentes prácticas y manifiestan por tanto opiniones ligeramente distintas. Sin embargo, existe un consenso generalizado en cuanto a los beneficios que ofrecen la metodología AICLE y la educación bilingüe. En este artículo presentaremos las percepciones del profesorado del Programa Bilingüe de Andalucía sobre cada uno de los aspectos anteriores y, basándonos en estas, defenderemos la metodología AICLE de las críticas más recurrentes de sus detractores.

The bilingual turn required education systems to undergo structural changes in order to adapt to the new situations. These adjustments included better language training for teachers, the adoption of alternative teaching methods, the increased use of ICT and self-designed materials, the curricular integration of content and language and the creation of competence-based assessment guidelines. In order to evaluate the depth of this transformation and the actual effect that it had on students and schools, a sustained observation covering a sufficiently wide timespan needed to be performed. Two decades after the inception of bilingual education in Andalusia—Southern Spain—, this paper will describe the configuration of the Bilingual Program as perceived by the change agents: the school teachers. L1 Spanish teachers, L2 teachers and content teachers adopted different practices and therefore hold slightly divergent opinions. Nevertheless, there exists a consensus on the general benefits of CLIL bilingual education. Drawing from their perceptions, which will be presented for each of the above-mentioned aspects, this paper will counter the most recurrent criticisms that CLIL education meets., El auge del bilingüismo ha hecho necesario que los sistemas educativos experimenten cambios estructurales para adaptarse a las nuevas situaciones. Entre estos ajustes se encuentran la mejora de la formación lingüística del profesorado, la adopción de métodos docentes alternativos, el aumento del uso de las TIC y de materiales propios, la integración curricular de lenguas y contenidos y la creación de criterios de evaluación basados en competencias. Para evaluar la profundidad de esta transformación y el verdadero efecto que ha tenido en los estudiantes y los centros educativos, se necesita una observación prolongada que abarque un periodo de tiempo lo suficientemente amplio. Tras dos décadas de educación bilingüe en Andalucía —la comunidad autónoma del sur de España—, este artículo pretende describir la implantación del Programa Bilingüe tal y como la perciben los agentes del cambio: el profesorado. Los profesores de Lengua Española (L1), los de Lengua Inglesa (L2) y los de áreas no lingüísticas han adoptado diferentes prácticas y manifiestan por tanto opiniones ligeramente distintas. Sin embargo, existe un consenso generalizado en cuanto a los beneficios que ofrecen la metodología AICLE y la educación bilingüe. En este artículo presentaremos las percepciones del profesorado del Programa Bilingüe de Andalucía sobre cada uno de los aspectos anteriores y, basándonos en estas, defenderemos la metodología AICLE de las críticas más recurrentes de sus detractores.

The bilingual turn required education systems to undergo structural changes in order to adapt to the new situations. These adjustments included better language training for teachers, the adoption of alternative teaching methods, the increased use of ICT and self-designed materials, the curricular integration of content and language and the creation of competence-based assessment guidelines. In order to evaluate the depth of this transformation and the actual effect that it had on students and schools, a sustained observation covering a sufficiently wide timespan needed to be performed. Two decades after the inception of bilingual education in Andalusia—Southern Spain—, this paper will describe the configuration of the Bilingual Program as perceived by the change agents: the school teachers. L1 Spanish teachers, L2 teachers and content teachers adopted different practices and therefore hold slightly divergent opinions. Nevertheless, there exists a consensus on the general benefits of CLIL bilingual education. Drawing from their perceptions, which will be presented for each of the above-mentioned aspects, this paper will counter the most recurrent criticisms that CLIL education meets., El auge del bilingüismo ha hecho necesario que los sistemas educativos experimenten cambios estructurales para adaptarse a las nuevas situaciones. Entre estos ajustes se encuentran la mejora de la formación lingüística del profesorado, la adopción de métodos docentes alternativos, el aumento del uso de las TIC y de materiales propios, la integración curricular de lenguas y contenidos y la creación de criterios de evaluación basados en competencias. Para evaluar la profundidad de esta transformación y el verdadero efecto que ha tenido en los estudiantes y los centros educativos, se necesita una observación prolongada que abarque un periodo de tiempo lo suficientemente amplio. Tras dos décadas de educación bilingüe en Andalucía —la comunidad autónoma del sur de España—, este artículo pretende describir la implantación del Programa Bilingüe tal y como la perciben los agentes del cambio: el profesorado. Los profesores de Lengua Española (L1), los de Lengua Inglesa (L2) y los de áreas no lingüísticas han adoptado diferentes prácticas y manifiestan por tanto opiniones ligeramente distintas. Sin embargo, existe un consenso generalizado en cuanto a los beneficios que ofrecen la metodología AICLE y la educación bilingüe. En este artículo presentaremos las percepciones del profesorado del Programa Bilingüe de Andalucía sobre cada uno de los aspectos anteriores y, basándonos en estas, defenderemos la metodología AICLE de las críticas más recurrentes de sus detractores.

In the bilingual classrooms where content and language integrated learning (CLIL) is carried out, it is necessary to count on gamified environments since students will have to be highly motivated to learn content in a foreign language (english). Therefore, throughout this work a gamification project based on the escape room for a CLIL classroom will be developed. The escape room will contribute positively to CLIL, because it will offer a constructivist and playful methodology and it will make possible to deal with the «4 Cs» framework for CLIL effectively. The reason for this is that this technique of gamification and CLIL are compatible, as they have many similarities. The most appropriate term to refer to escape room in education is «breakout box», which is based on the resolution of different puzzles in a time limit to obtain the codes that will open the several locks of a breakout box. Thus, the designed project, aimed at 4th year of primary education and annual, will consist in the implementation of a breakout box at the end of each one of the units of Natural Sciences, which will be useful for increasing knowledge, promoting capabilities, and assessing in a motivating atmosphere. To ensure the understanding of the planning of an escape room in the CLIL classroom, one breakout box of the school year will be developed, En las aulas bilingües que llevan a cabo el aprendizaje integrado de contenidos y lenguas extranjeras (AICLE), es necesario contar con entornos gamificados, ya que el alumnado tendrá que estar altamente motivado para aprender contenidos vehiculados en lengua extranjera (inglés). Por tanto, a lo largo de este trabajo se elaborará un proyecto de gamificación basado en el escape room para un aula AICLE. El escape room contribuirá positivamente al AICLE, pues ofrecerá una metodología constructivista y lúdica, y permitirá atender al marco de las «4 C» de forma efectiva. La razón de esto es que esta técnica de gamificación y de AICLE son compatibles, pues presentan muchas similitudes. El término más adecuado para referirse a escape room en educación es «breakout box», que se basa en la resolución de distintos enigmas en un tiempo límite para obtener los códigos que abrirán los diversos candados de una caja de escape. Por consiguiente, el proyecto diseñado, dirigido a 4.º de educación primaria y con carácter anual, consistirá en la puesta en práctica de un breakout box al final de cada uno de los temas de Ciencias de la Naturaleza, lo que servirá para afianzar conocimientos, promover capacidades y evaluar en una atmósfera motivadora. Para garantizar la comprensión de la planificación de un escape room en el aula AICLE, se desarrollará un breakout boxdel curso escolar.

In the bilingual classrooms where content and language integrated learning (CLIL) is carried out, it is necessary to count on gamified environments since students will have to be highly motivated to learn content in a foreign language (english). Therefore, throughout this work a gamification project based on the escape room for a CLIL classroom will be developed. The escape room will contribute positively to CLIL, because it will offer a constructivist and playful methodology and it will make possible to deal with the «4 Cs» framework for CLIL effectively. The reason for this is that this technique of gamification and CLIL are compatible, as they have many similarities. The most appropriate term to refer to escape room in education is «breakout box», which is based on the resolution of different puzzles in a time limit to obtain the codes that will open the several locks of a breakout box. Thus, the designed project, aimed at 4th year of primary education and annual, will consist in the implementation of a breakout box at the end of each one of the units of Natural Sciences, which will be useful for increasing knowledge, promoting capabilities, and assessing in a motivating atmosphere. To ensure the understanding of the planning of an escape room in the CLIL classroom, one breakout box of the school year will be developed, En las aulas bilingües que llevan a cabo el aprendizaje integrado de contenidos y lenguas extranjeras (AICLE), es necesario contar con entornos gamificados, ya que el alumnado tendrá que estar altamente motivado para aprender contenidos vehiculados en lengua extranjera (inglés). Por tanto, a lo largo de este trabajo se elaborará un proyecto de gamificación basado en el escape room para un aula AICLE. El escape room contribuirá positivamente al AICLE, pues ofrecerá una metodología constructivista y lúdica, y permitirá atender al marco de las «4 C» de forma efectiva. La razón de esto es que esta técnica de gamificación y de AICLE son compatibles, pues presentan muchas similitudes. El término más adecuado para referirse a escape room en educación es «breakout box», que se basa en la resolución de distintos enigmas en un tiempo límite para obtener los códigos que abrirán los diversos candados de una caja de escape. Por consiguiente, el proyecto diseñado, dirigido a 4.º de educación primaria y con carácter anual, consistirá en la puesta en práctica de un breakout box al final de cada uno de los temas de Ciencias de la Naturaleza, lo que servirá para afianzar conocimientos, promover capacidades y evaluar en una atmósfera motivadora. Para garantizar la comprensión de la planificación de un escape room en el aula AICLE, se desarrollará un breakout boxdel curso escolar.

In the bilingual classrooms where content and language integrated learning (CLIL) is carried out, it is necessary to count on gamified environments since students will have to be highly motivated to learn content in a foreign language (english). Therefore, throughout this work a gamification project based on the escape room for a CLIL classroom will be developed. The escape room will contribute positively to CLIL, because it will offer a constructivist and playful methodology and it will make possible to deal with the «4 Cs» framework for CLIL effectively. The reason for this is that this technique of gamification and CLIL are compatible, as they have many similarities. The most appropriate term to refer to escape room in education is «breakout box», which is based on the resolution of different puzzles in a time limit to obtain the codes that will open the several locks of a breakout box. Thus, the designed project, aimed at 4th year of primary education and annual, will consist in the implementation of a breakout box at the end of each one of the units of Natural Sciences, which will be useful for increasing knowledge, promoting capabilities, and assessing in a motivating atmosphere. To ensure the understanding of the planning of an escape room in the CLIL classroom, one breakout box of the school year will be developed, En las aulas bilingües que llevan a cabo el aprendizaje integrado de contenidos y lenguas extranjeras (AICLE), es necesario contar con entornos gamificados, ya que el alumnado tendrá que estar altamente motivado para aprender contenidos vehiculados en lengua extranjera (inglés). Por tanto, a lo largo de este trabajo se elaborará un proyecto de gamificación basado en el escape room para un aula AICLE. El escape room contribuirá positivamente al AICLE, pues ofrecerá una metodología constructivista y lúdica, y permitirá atender al marco de las «4 C» de forma efectiva. La razón de esto es que esta técnica de gamificación y de AICLE son compatibles, pues presentan muchas similitudes. El término más adecuado para referirse a escape room en educación es «breakout box», que se basa en la resolución de distintos enigmas en un tiempo límite para obtener los códigos que abrirán los diversos candados de una caja de escape. Por consiguiente, el proyecto diseñado, dirigido a 4.º de educación primaria y con carácter anual, consistirá en la puesta en práctica de un breakout box al final de cada uno de los temas de Ciencias de la Naturaleza, lo que servirá para afianzar conocimientos, promover capacidades y evaluar en una atmósfera motivadora. Para garantizar la comprensión de la planificación de un escape room en el aula AICLE, se desarrollará un breakout boxdel curso escolar.

Languages differ in their preferences for particular intensifying constructions. While intensifying adjectival compounds (IACs) (e.g. ijskoud, ice-cold) are productively used to express intensification in Dutch and English, in French this construction is hardly productive. Consequently, French-speaking learners may encounter difficulties acquiring IACs in Dutch/English. As part of a research project on CLIL in French-speaking Belgium, we explore the effect of CLIL on the acquisition of IACs in the target language (TL) Dutch/English through a multiple-choice test. The results confirm that CLIL students (learning English/Dutch) develop greater receptive knowledge of these constructions. Furthermore, the more frequent IACs are more likely to be recognized by the learners. Moreover, even when the CLIL effect is considered alongside other factors, such as the students' extracurricular exposure to the TL and their overall vocabulary, CLIL is still an important predictor of the learners' receptive knowledge of English IACs, in addition to productive and receptive vocabulary. By contrast, current informal contact with the TL and receptive vocabulary are significant predictors of learners' receptive knowledge of Dutch IACs, but CLIL does not significantly contribute to the regression model for the latter language.

The bilingual turn required education systems to undergo structural changes in order to adapt to the new situations. These adjustments included better language training for teachers, the adoption of alternative teaching methods, the increased use of ICT and self-designed materials, the curricular integration of content and language and the creation of competence-based assessment guidelines. In order to evaluate the depth of this transformation and the actual effect that it had on students and schools, a sustained observation covering a sufficiently wide timespan needed to be performed. Two decades after the inception of bilingual education in Andalusia—Southern Spain—, this paper will describe the configuration of the Bilingual Program as perceived by the change agents: the school teachers. L1 Spanish teachers, L2 teachers and content teachers adopted different practices and therefore hold slightly divergent opinions. Nevertheless, there exists a consensus on the general benefits of CLIL bilingual education. Drawing from their perceptions, which will be presented for each of the above-mentioned aspects, this paper will counter the most recurrent criticisms that CLIL education meets., El auge del bilingüismo ha hecho necesario que los sistemas educativos experimenten cambios estructurales para adaptarse a las nuevas situaciones. Entre estos ajustes se encuentran la mejora de la formación lingüística del profesorado, la adopción de métodos docentes alternativos, el aumento del uso de las TIC y de materiales propios, la integración curricular de lenguas y contenidos y la creación de criterios de evaluación basados en competencias. Para evaluar la profundidad de esta transformación y el verdadero efecto que ha tenido en los estudiantes y los centros educativos, se necesita una observación prolongada que abarque un periodo de tiempo lo suficientemente amplio. Tras dos décadas de educación bilingüe en Andalucía —la comunidad autónoma del sur de España—, este artículo pretende describir la implantación del Programa Bilingüe tal y como la perciben los agentes del cambio: el profesorado. Los profesores de Lengua Española (L1), los de Lengua Inglesa (L2) y los de áreas no lingüísticas han adoptado diferentes prácticas y manifiestan por tanto opiniones ligeramente distintas. Sin embargo, existe un consenso generalizado en cuanto a los beneficios que ofrecen la metodología AICLE y la educación bilingüe. En este artículo presentaremos las percepciones del profesorado del Programa Bilingüe de Andalucía sobre cada uno de los aspectos anteriores y, basándonos en estas, defenderemos la metodología AICLE de las críticas más recurrentes de sus detractores.

A considerable body of research within the interaction framework (Long, 1996) has centred on the language-related episodes (LREs) which occur when learners topicalize a specific linguistic item while they are engaged in meaning-focused tasks. Several studies have shown that the production of LREs may be influenced by the proficiency level of the learners (Kim & McDonough, 2008; Leeser, 2004). Sociocultural theory (Lantolf & Appel, 1994) has also explored collaborative work and the effect that pairing learners with the same proficiency levels or different patterns of interaction (Storch, 2002) has on the production of LREs (e.g., Mozaffari, 2017; Storch & Aldosari 2013), but little research has compared the effect of the pair formation method (student-selected vs. proficiency-matched) on young learners’ production of LREs and pair dynamics. This study compares young CLIL learners (aged 10-12) in student-selected and proficiency-matched pairs in task-based interaction. Results indicate that learners produce more meaning-based than form-based LREs, regardless of their pair formation method. The percentage of meaning-based LREs which are resolved accurately is much higher in proficiency-matched dyads than in student-selected ones. As for the patterns of interaction (Storch, 2002), the dynamics of proficiency-matched dyads are of a more collaborative nature than those of self-selected pairs.

The bilingual turn required education systems to undergo structural changes in order to adapt to the new situations. These adjustments included better language training for teachers, the adoption of alternative teaching methods, the increased use of ICT and self-designed materials, the curricular integration of content and language and the creation of competence-based assessment guidelines. In order to evaluate the depth of this transformation and the actual effect that it had on students and schools, a sustained observation covering a sufficiently wide timespan needed to be performed. Two decades after the inception of bilingual education in Andalusia—Southern Spain—, this paper will describe the configuration of the Bilingual Program as perceived by the change agents: the school teachers. L1 Spanish teachers, L2 teachers and content teachers adopted different practices and therefore hold slightly divergent opinions. Nevertheless, there exists a consensus on the general benefits of CLIL bilingual education. Drawing from their perceptions, which will be presented for each of the above-mentioned aspects, this paper will counter the most recurrent criticisms that CLIL education meets., El auge del bilingüismo ha hecho necesario que los sistemas educativos experimenten cambios estructurales para adaptarse a las nuevas situaciones. Entre estos ajustes se encuentran la mejora de la formación lingüística del profesorado, la adopción de métodos docentes alternativos, el aumento del uso de las TIC y de materiales propios, la integración curricular de lenguas y contenidos y la creación de criterios de evaluación basados en competencias. Para evaluar la profundidad de esta transformación y el verdadero efecto que ha tenido en los estudiantes y los centros educativos, se necesita una observación prolongada que abarque un periodo de tiempo lo suficientemente amplio. Tras dos décadas de educación bilingüe en Andalucía —la comunidad autónoma del sur de España—, este artículo pretende describir la implantación del Programa Bilingüe tal y como la perciben los agentes del cambio: el profesorado. Los profesores de Lengua Española (L1), los de Lengua Inglesa (L2) y los de áreas no lingüísticas han adoptado diferentes prácticas y manifiestan por tanto opiniones ligeramente distintas. Sin embargo, existe un consenso generalizado en cuanto a los beneficios que ofrecen la metodología AICLE y la educación bilingüe. En este artículo presentaremos las percepciones del profesorado del Programa Bilingüe de Andalucía sobre cada uno de los aspectos anteriores y, basándonos en estas, defenderemos la metodología AICLE de las críticas más recurrentes de sus detractores.

The present article addresses the integration into the syllabus of Computer Assisted Language Learning (CALL), and particularly of Information and Communication Technologies (ICT), as a measure to achieve full normalization. After reviewing distinct phases in the history of CALL, we briefly describe a model of an ICT-task within a Content and Languate Integrated Learning (CLIL) framework. The task is conceptualized here as a means for syllabus organization into which the new technologies are naturally integrated., Este artículo se centra en la integración dentro del syllabus del Aprendizaje de Lenguas Asistido por Ordenador (ALAO), y en particular de las Tecnologías de la Información y Comunicación (TICs), como vía para conseguir su normalización. Después de revisar las distintas fases en la historia del ALAO, describimos brevemente un modelo de tarea basada en las TICs dentro de un marco de Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE). La tarea en este marco es una unidad de organización de contenidos del syllabus que integra de forma natural las nuevas tecnologías., Cet article explore la question de l'intégration de Apprentissage de Langues par Ordinateur (ALAO) dans le syllabus comme un moyen d'atteindre une normalisation complète. Après avoir examiné les différentes étapes de l'histoire de l'ALAO, nous décrivons brièvement le modèle de tâche basée sur les Nouvelles Technologies de l’Information et de la Communication (NTIC) au sein d'un contenu du l’Enseignement De Matieres Par Integration D'une Langue Étrangère (EMILE). La tâche dans ce contexte est une unité organisationnelle du contenu du programme qui intègre naturellement les nouvelles technologies.

English-medium instruction, or EMI, may be defined as the “use of the English language toteach academic subjects (other than English itself) in countries or jurisdictions where the firstlanguage of the majority of the population is not English” (Macaro 2018, p. 1). EMI programmesoften simply involve the practice of using English to teach academic subjects, withlittle or no attention paid to linguistic issues (e.g. Yoxsimer Paulsrud 2014; Toth and Paulsrud2017). However, recent research suggests that students in EMI programmes may benefit fromthe opportunity to use all of their linguistic resources, through pedagogical translanguaging(e.g. Toth and Paulsrud 2017; Toth 2018). Pedagogical translanguaging may include “differenttypes of pedagogical strategies that soften boundaries between languages . . . such as usinginput and output in different languages, translation, comparison of language structures, or theuse of cognates” (Cenoz and Gorter 2017, p. 314). The use of students’ full range of linguisticresources through translanguaging pedagogy may have implications for students’ contentlearning as well as language development, making this a matter of interest for researchers andteachers alike. In the present chapter, we explore the potential role of translanguaging in EMIprogrammes, focusing specifically on the use of translation as part of a translanguaging theoryand pedagogy.

The present article addresses the integration into the syllabus of Computer Assisted Language Learning (CALL), and particularly of Information and Communication Technologies (ICT), as a measure to achieve full normalization. After reviewing distinct phases in the history of CALL, we briefly describe a model of an ICT-task within a Content and Languate Integrated Learning (CLIL) framework. The task is conceptualized here as a means for syllabus organization into which the new technologies are naturally integrated., Este artículo se centra en la integración dentro del syllabus del Aprendizaje de Lenguas Asistido por Ordenador (ALAO), y en particular de las Tecnologías de la Información y Comunicación (TICs), como vía para conseguir su normalización. Después de revisar las distintas fases en la historia del ALAO, describimos brevemente un modelo de tarea basada en las TICs dentro de un marco de Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE). La tarea en este marco es una unidad de organización de contenidos del syllabus que integra de forma natural las nuevas tecnologías., Cet article explore la question de l'intégration de Apprentissage de Langues par Ordinateur (ALAO) dans le syllabus comme un moyen d'atteindre une normalisation complète. Après avoir examiné les différentes étapes de l'histoire de l'ALAO, nous décrivons brièvement le modèle de tâche basée sur les Nouvelles Technologies de l’Information et de la Communication (NTIC) au sein d'un contenu du l’Enseignement De Matieres Par Integration D'une Langue Étrangère (EMILE). La tâche dans ce contexte est une unité organisationnelle du contenu du programme qui intègre naturellement les nouvelles technologies.

This thesis aims to highlight the policies, perspectives, and practices of language use in a bilingual English-Swedish primary class during Grades 4–6, where English was the medium of instruction in several subjects. A rapidly increasing number of Swedish compulsory schools offer these programs, which are often associated with high status and academic achievement (Skolverket, 2010). Although several studies have investigated content and language integrated learning (CLIL) and English-medium instruction (EMI) at upper secondary schools in Sweden, there is little research on such programs for young learners in the Swedish context. As students may start learning English in Swedish schools as late as Grade 3, young learners who begin attending English-medium programs in Grade 4 may have limited knowledge of English, which can have implications for their content learning. In this thesis, which is situated within an ecology of language framework (van Lier, 2004), questions about language ideologies, teacher and learner beliefs regarding teaching and learning in an additional language, and translanguaging practices have been explored in the three studies included here. Data has been collected over three school years within the larger longitudinal case study, including policy texts, informational brochures, schedules, statistics, instructional materials, student texts, audiorecorded interviews with 13 members of staff and 22 students, audiorecorded lesson observations, fieldnotes, and photos of the school and classroom landscape as well as of instructional materials and student texts. Study I, which focused on stated and practiced language policies concerning languages of instruction in an EMI program in a Swedish compulsory school, revealed a linguistic hierarchy privileging English and a native speaker ideal. While Swedish was also valued as the other language of instruction, minoritized languages such as multilingual students' mother tongues were marginalized. Likewise, At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Submitted.

This thesis aims to highlight the policies, perspectives, and practices of language use in a bilingual English-Swedish primary class during Grades 4–6, where English was the medium of instruction in several subjects. A rapidly increasing number of Swedish compulsory schools offer these programs, which are often associated with high status and academic achievement (Skolverket, 2010). Although several studies have investigated content and language integrated learning (CLIL) and English-medium instruction (EMI) at upper secondary schools in Sweden, there is little research on such programs for young learners in the Swedish context. As students may start learning English in Swedish schools as late as Grade 3, young learners who begin attending English-medium programs in Grade 4 may have limited knowledge of English, which can have implications for their content learning. In this thesis, which is situated within an ecology of language framework (van Lier, 2004), questions about language ideologies, teacher and learner beliefs regarding teaching and learning in an additional language, and translanguaging practices have been explored in the three studies included here. Data has been collected over three school years within the larger longitudinal case study, including policy texts, informational brochures, schedules, statistics, instructional materials, student texts, audiorecorded interviews with 13 members of staff and 22 students, audiorecorded lesson observations, fieldnotes, and photos of the school and classroom landscape as well as of instructional materials and student texts. Study I, which focused on stated and practiced language policies concerning languages of instruction in an EMI program in a Swedish compulsory school, revealed a linguistic hierarchy privileging English and a native speaker ideal. While Swedish was also valued as the other language of instruction, minoritized languages such as multilingual students' mother tongues were marginalized. Likewise, At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Submitted.

Following the launch of the project ‘Analysis and quality assurance of plurilingual Higher Education programmes in Andalusia’, diverse voices have been warning, irrespective of specific linguistic problems, about the difficulties university teachers might have in implementing a CLIL approach in the classroom. This study delves into the nature of the problem whilst studying the extent to which CLIL lecturers in different Andalusian public universities are aware of potential hurdles. The observational study intends to identify lecturers’ perceptions on their teaching skills when delivering CLIL lessons. The rapid expansion of Integrating Content and Language in Higher Education institutions requires more research into the key additional teaching skills needed in order to deliver high quality instruction. The sample consists of 138 lecturers belonging to 66 different fields of knowledge, distributed across six public universities in the Spanish region of Andalusia. A 15-item survey was designed and implemented online in the academic year of 2016/2017. The results allow us to identify methodological shortcomings among Andalusian CLIL lecturers. This analysis contributes to design a specific programme for didactic training addressed to CLIL university teachers., Desde la puesta en marcha del proyecto ‘Análisis y Garantía de Calidad de la Educación Plurilingüe en la Educación Superior en Andalucía’ han sido diversas las voces que, con independencia de los problemas de carácter lingüístico, advierten sobre las dificultades en la aplicación de la modalidad AICLE para los docentes universitarios. Este estudio abunda en la naturaleza de dicha problemática y revisa la medida en que el profesorado AICLE de las diferentes universidades públicas andaluzas es consciente de ello. Este estudio trata de identificar la percepción de los profesores universitarios sobre sus habilidades en su docencia AICLE. La expansión de integración de contenido y lengua en las instituciones de educación superior exige más investigación sobre las habilidades didácticas requeridas para la docencia AICLE. La muestra consistió en 138 profesores de 66 áreas de conocimiento diferentes pertenecientes a 6 universidades públicas de la región española de Andalucía. Para ello, se diseñó una encuesta en línea con un total de 15 ítems que lanzó en el curso académico de 2016/2017. Los resultados nos permiten identificar las carencias metodológicas de los profesores AICLE en las universidades andaluzas. Este análisis nos ayuda en el diseño de un programa específico de formación didáctica para docentes AICLE en Educación Superior.

This thesis aims to highlight the policies, perspectives, and practices of language use in a bilingual English-Swedish primary class during Grades 4–6, where English was the medium of instruction in several subjects. A rapidly increasing number of Swedish compulsory schools offer these programs, which are often associated with high status and academic achievement (Skolverket, 2010). Although several studies have investigated content and language integrated learning (CLIL) and English-medium instruction (EMI) at upper secondary schools in Sweden, there is little research on such programs for young learners in the Swedish context. As students may start learning English in Swedish schools as late as Grade 3, young learners who begin attending English-medium programs in Grade 4 may have limited knowledge of English, which can have implications for their content learning. In this thesis, which is situated within an ecology of language framework (van Lier, 2004), questions about language ideologies, teacher and learner beliefs regarding teaching and learning in an additional language, and translanguaging practices have been explored in the three studies included here. Data has been collected over three school years within the larger longitudinal case study, including policy texts, informational brochures, schedules, statistics, instructional materials, student texts, audiorecorded interviews with 13 members of staff and 22 students, audiorecorded lesson observations, fieldnotes, and photos of the school and classroom landscape as well as of instructional materials and student texts. Study I, which focused on stated and practiced language policies concerning languages of instruction in an EMI program in a Swedish compulsory school, revealed a linguistic hierarchy privileging English and a native speaker ideal. While Swedish was also valued as the other language of instruction, minoritized languages such as multilingual students' mother tongues were marginalized. Likewise, At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Submitted.

This thesis aims to highlight the policies, perspectives, and practices of language use in a bilingual English-Swedish primary class during Grades 4–6, where English was the medium of instruction in several subjects. A rapidly increasing number of Swedish compulsory schools offer these programs, which are often associated with high status and academic achievement (Skolverket, 2010). Although several studies have investigated content and language integrated learning (CLIL) and English-medium instruction (EMI) at upper secondary schools in Sweden, there is little research on such programs for young learners in the Swedish context. As students may start learning English in Swedish schools as late as Grade 3, young learners who begin attending English-medium programs in Grade 4 may have limited knowledge of English, which can have implications for their content learning. In this thesis, which is situated within an ecology of language framework (van Lier, 2004), questions about language ideologies, teacher and learner beliefs regarding teaching and learning in an additional language, and translanguaging practices have been explored in the three studies included here. Data has been collected over three school years within the larger longitudinal case study, including policy texts, informational brochures, schedules, statistics, instructional materials, student texts, audiorecorded interviews with 13 members of staff and 22 students, audiorecorded lesson observations, fieldnotes, and photos of the school and classroom landscape as well as of instructional materials and student texts. Study I, which focused on stated and practiced language policies concerning languages of instruction in an EMI program in a Swedish compulsory school, revealed a linguistic hierarchy privileging English and a native speaker ideal. While Swedish was also valued as the other language of instruction, minoritized languages such as multilingual students' mother tongues were marginalized. Likewise, At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Submitted.

Following the launch of the project ‘Analysis and quality assurance of plurilingual Higher Education programmes in Andalusia’, diverse voices have been warning, irrespective of specific linguistic problems, about the difficulties university teachers might have in implementing a CLIL approach in the classroom. This study delves into the nature of the problem whilst studying the extent to which CLIL lecturers in different Andalusian public universities are aware of potential hurdles. The observational study intends to identify lecturers’ perceptions on their teaching skills when delivering CLIL lessons. The rapid expansion of Integrating Content and Language in Higher Education institutions requires more research into the key additional teaching skills needed in order to deliver high quality instruction. The sample consists of 138 lecturers belonging to 66 different fields of knowledge, distributed across six public universities in the Spanish region of Andalusia. A 15-item survey was designed and implemented online in the academic year of 2016/2017. The results allow us to identify methodological shortcomings among Andalusian CLIL lecturers. This analysis contributes to design a specific programme for didactic training addressed to CLIL university teachers., Desde la puesta en marcha del proyecto ‘Análisis y Garantía de Calidad de la Educación Plurilingüe en la Educación Superior en Andalucía’ han sido diversas las voces que, con independencia de los problemas de carácter lingüístico, advierten sobre las dificultades en la aplicación de la modalidad AICLE para los docentes universitarios. Este estudio abunda en la naturaleza de dicha problemática y revisa la medida en que el profesorado AICLE de las diferentes universidades públicas andaluzas es consciente de ello. Este estudio trata de identificar la percepción de los profesores universitarios sobre sus habilidades en su docencia AICLE. La expansión de integración de contenido y lengua en las instituciones de educación superior exige más investigación sobre las habilidades didácticas requeridas para la docencia AICLE. La muestra consistió en 138 profesores de 66 áreas de conocimiento diferentes pertenecientes a 6 universidades públicas de la región española de Andalucía. Para ello, se diseñó una encuesta en línea con un total de 15 ítems que lanzó en el curso académico de 2016/2017. Los resultados nos permiten identificar las carencias metodológicas de los profesores AICLE en las universidades andaluzas. Este análisis nos ayuda en el diseño de un programa específico de formación didáctica para docentes AICLE en Educación Superior.

Following the launch of the project ‘Analysis and quality assurance of plurilingual Higher Education programmes in Andalusia’, diverse voices have been warning, irrespective of specific linguistic problems, about the difficulties university teachers might have in implementing a CLIL approach in the classroom. This study delves into the nature of the problem whilst studying the extent to which CLIL lecturers in different Andalusian public universities are aware of potential hurdles. The observational study intends to identify lecturers’ perceptions on their teaching skills when delivering CLIL lessons. The rapid expansion of Integrating Content and Language in Higher Education institutions requires more research into the key additional teaching skills needed in order to deliver high quality instruction. The sample consists of 138 lecturers belonging to 66 different fields of knowledge, distributed across six public universities in the Spanish region of Andalusia. A 15-item survey was designed and implemented online in the academic year of 2016/2017. The results allow us to identify methodological shortcomings among Andalusian CLIL lecturers. This analysis contributes to design a specific programme for didactic training addressed to CLIL university teachers., Desde la puesta en marcha del proyecto ‘Análisis y Garantía de Calidad de la Educación Plurilingüe en la Educación Superior en Andalucía’ han sido diversas las voces que, con independencia de los problemas de carácter lingüístico, advierten sobre las dificultades en la aplicación de la modalidad AICLE para los docentes universitarios. Este estudio abunda en la naturaleza de dicha problemática y revisa la medida en que el profesorado AICLE de las diferentes universidades públicas andaluzas es consciente de ello. Este estudio trata de identificar la percepción de los profesores universitarios sobre sus habilidades en su docencia AICLE. La expansión de integración de contenido y lengua en las instituciones de educación superior exige más investigación sobre las habilidades didácticas requeridas para la docencia AICLE. La muestra consistió en 138 profesores de 66 áreas de conocimiento diferentes pertenecientes a 6 universidades públicas de la región española de Andalucía. Para ello, se diseñó una encuesta en línea con un total de 15 ítems que lanzó en el curso académico de 2016/2017. Los resultados nos permiten identificar las carencias metodológicas de los profesores AICLE en las universidades andaluzas. Este análisis nos ayuda en el diseño de un programa específico de formación didáctica para docentes AICLE en Educación Superior.

Following the launch of the project ‘Analysis and quality assurance of plurilingual Higher Education programmes in Andalusia’, diverse voices have been warning, irrespective of specific linguistic problems, about the difficulties university teachers might have in implementing a CLIL approach in the classroom. This study delves into the nature of the problem whilst studying the extent to which CLIL lecturers in different Andalusian public universities are aware of potential hurdles. The observational study intends to identify lecturers’ perceptions on their teaching skills when delivering CLIL lessons. The rapid expansion of Integrating Content and Language in Higher Education institutions requires more research into the key additional teaching skills needed in order to deliver high quality instruction. The sample consists of 138 lecturers belonging to 66 different fields of knowledge, distributed across six public universities in the Spanish region of Andalusia. A 15-item survey was designed and implemented online in the academic year of 2016/2017. The results allow us to identify methodological shortcomings among Andalusian CLIL lecturers. This analysis contributes to design a specific programme for didactic training addressed to CLIL university teachers., Desde la puesta en marcha del proyecto ‘Análisis y Garantía de Calidad de la Educación Plurilingüe en la Educación Superior en Andalucía’ han sido diversas las voces que, con independencia de los problemas de carácter lingüístico, advierten sobre las dificultades en la aplicación de la modalidad AICLE para los docentes universitarios. Este estudio abunda en la naturaleza de dicha problemática y revisa la medida en que el profesorado AICLE de las diferentes universidades públicas andaluzas es consciente de ello. Este estudio trata de identificar la percepción de los profesores universitarios sobre sus habilidades en su docencia AICLE. La expansión de integración de contenido y lengua en las instituciones de educación superior exige más investigación sobre las habilidades didácticas requeridas para la docencia AICLE. La muestra consistió en 138 profesores de 66 áreas de conocimiento diferentes pertenecientes a 6 universidades públicas de la región española de Andalucía. Para ello, se diseñó una encuesta en línea con un total de 15 ítems que lanzó en el curso académico de 2016/2017. Los resultados nos permiten identificar las carencias metodológicas de los profesores AICLE en las universidades andaluzas. Este análisis nos ayuda en el diseño de un programa específico de formación didáctica para docentes AICLE en Educación Superior.

This thesis aims to highlight the policies, perspectives, and practices of language use in a bilingual English-Swedish primary class during Grades 4–6, where English was the medium of instruction in several subjects. A rapidly increasing number of Swedish compulsory schools offer these programs, which are often associated with high status and academic achievement (Skolverket, 2010). Although several studies have investigated content and language integrated learning (CLIL) and English-medium instruction (EMI) at upper secondary schools in Sweden, there is little research on such programs for young learners in the Swedish context. As students may start learning English in Swedish schools as late as Grade 3, young learners who begin attending English-medium programs in Grade 4 may have limited knowledge of English, which can have implications for their content learning. In this thesis, which is situated within an ecology of language framework (van Lier, 2004), questions about language ideologies, teacher and learner beliefs regarding teaching and learning in an additional language, and translanguaging practices have been explored in the three studies included here. Data has been collected over three school years within the larger longitudinal case study, including policy texts, informational brochures, schedules, statistics, instructional materials, student texts, audiorecorded interviews with 13 members of staff and 22 students, audiorecorded lesson observations, fieldnotes, and photos of the school and classroom landscape as well as of instructional materials and student texts. Study I, which focused on stated and practiced language policies concerning languages of instruction in an EMI program in a Swedish compulsory school, revealed a linguistic hierarchy privileging English and a native speaker ideal. While Swedish was also valued as the other language of instruction, minoritized languages such as multilingual students' mother tongues were marginalized. Likewise, At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Submitted.

This thesis aims to highlight the policies, perspectives, and practices of language use in a bilingual English-Swedish primary class during Grades 4–6, where English was the medium of instruction in several subjects. A rapidly increasing number of Swedish compulsory schools offer these programs, which are often associated with high status and academic achievement (Skolverket, 2010). Although several studies have investigated content and language integrated learning (CLIL) and English-medium instruction (EMI) at upper secondary schools in Sweden, there is little research on such programs for young learners in the Swedish context. As students may start learning English in Swedish schools as late as Grade 3, young learners who begin attending English-medium programs in Grade 4 may have limited knowledge of English, which can have implications for their content learning. In this thesis, which is situated within an ecology of language framework (van Lier, 2004), questions about language ideologies, teacher and learner beliefs regarding teaching and learning in an additional language, and translanguaging practices have been explored in the three studies included here. Data has been collected over three school years within the larger longitudinal case study, including policy texts, informational brochures, schedules, statistics, instructional materials, student texts, audiorecorded interviews with 13 members of staff and 22 students, audiorecorded lesson observations, fieldnotes, and photos of the school and classroom landscape as well as of instructional materials and student texts. Study I, which focused on stated and practiced language policies concerning languages of instruction in an EMI program in a Swedish compulsory school, revealed a linguistic hierarchy privileging English and a native speaker ideal. While Swedish was also valued as the other language of instruction, minoritized languages such as multilingual students' mother tongues were marginalized. Likewise, At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Submitted.

This literature review explores the global trend towards implementing English as a medium of instruction in the form of Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI) in countries where English is not an official language. Additionally, the essay analyses stakeholders’ perspectives on English language instruction and Extramural English (EE).This is done in a European and Swedish context to explore CLIL, EMI and EE possible effects on proficiency on English and mother tongue from a language hierarchy, second language motivational and egalitarian perspective. The results of the review indicate that further research regarding CLIL, EMI and EE is essential to improve CLIL and EMI education in a European and Swedish context.

This thesis aims to highlight the policies, perspectives, and practices of language use in a bilingual English-Swedish primary class during Grades 4–6, where English was the medium of instruction in several subjects. A rapidly increasing number of Swedish compulsory schools offer these programs, which are often associated with high status and academic achievement (Skolverket, 2010). Although several studies have investigated content and language integrated learning (CLIL) and English-medium instruction (EMI) at upper secondary schools in Sweden, there is little research on such programs for young learners in the Swedish context. As students may start learning English in Swedish schools as late as Grade 3, young learners who begin attending English-medium programs in Grade 4 may have limited knowledge of English, which can have implications for their content learning. In this thesis, which is situated within an ecology of language framework (van Lier, 2004), questions about language ideologies, teacher and learner beliefs regarding teaching and learning in an additional language, and translanguaging practices have been explored in the three studies included here. Data has been collected over three school years within the larger longitudinal case study, including policy texts, informational brochures, schedules, statistics, instructional materials, student texts, audiorecorded interviews with 13 members of staff and 22 students, audiorecorded lesson observations, fieldnotes, and photos of the school and classroom landscape as well as of instructional materials and student texts. Study I, which focused on stated and practiced language policies concerning languages of instruction in an EMI program in a Swedish compulsory school, revealed a linguistic hierarchy privileging English and a native speaker ideal. While Swedish was also valued as the other language of instruction, minoritized languages such as multilingual students' mother tongues were marginalized. Likewise, At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Submitted.

This literature review explores the global trend towards implementing English as a medium of instruction in the form of Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI) in countries where English is not an official language. Additionally, the essay analyses stakeholders’ perspectives on English language instruction and Extramural English (EE).This is done in a European and Swedish context to explore CLIL, EMI and EE possible effects on proficiency on English and mother tongue from a language hierarchy, second language motivational and egalitarian perspective. The results of the review indicate that further research regarding CLIL, EMI and EE is essential to improve CLIL and EMI education in a European and Swedish context.

This introductory chapter summarizes the research background that motivates this book volume and the broad conceptualizations of literacy adopted by the various contributors within the context of science education. It also provides an overview of the six sections in this book, namely (i) national curriculum and initiatives, (ii) content and language integrated learning (CLIL), (iii) classroom literacy practices, (iv) disciplinary literacy challenges, (v) disciplinary literacy and science inquiry, and (vi) teacher development, and summarizes the contributions within each section.

This thesis aims to highlight the policies, perspectives, and practices of language use in a bilingual English-Swedish primary class during Grades 4–6, where English was the medium of instruction in several subjects. A rapidly increasing number of Swedish compulsory schools offer these programs, which are often associated with high status and academic achievement (Skolverket, 2010). Although several studies have investigated content and language integrated learning (CLIL) and English-medium instruction (EMI) at upper secondary schools in Sweden, there is little research on such programs for young learners in the Swedish context. As students may start learning English in Swedish schools as late as Grade 3, young learners who begin attending English-medium programs in Grade 4 may have limited knowledge of English, which can have implications for their content learning. In this thesis, which is situated within an ecology of language framework (van Lier, 2004), questions about language ideologies, teacher and learner beliefs regarding teaching and learning in an additional language, and translanguaging practices have been explored in the three studies included here. Data has been collected over three school years within the larger longitudinal case study, including policy texts, informational brochures, schedules, statistics, instructional materials, student texts, audiorecorded interviews with 13 members of staff and 22 students, audiorecorded lesson observations, fieldnotes, and photos of the school and classroom landscape as well as of instructional materials and student texts. Study I, which focused on stated and practiced language policies concerning languages of instruction in an EMI program in a Swedish compulsory school, revealed a linguistic hierarchy privileging English and a native speaker ideal. While Swedish was also valued as the other language of instruction, minoritized languages such as multilingual students' mother tongues were marginalized. Likewise, At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Submitted.

Learning content through the medium of a second language is a form of education which is growing rapidly in both secondary and tertiary educational phases. Yet, although considerable research now exists on these phases of education viewed separately, virtually no comparisons have been made between the two phases. This study compared beliefs about English medium instruction (EMI) held by 167 secondary and tertiary EMI teachers from 27 countries. Teachers’ beliefs were elicited in four key areas: EMI teachers’ goals, EMI policy, benefits and drawbacks to students, and challenges to teachers. The findings indicate that secondary teachers felt more strongly that EMI provides students with a high quality education. More secondary than tertiary teachers reported an institutional policy on the English proficiency level required of teachers to teach through EMI, yet in neither phase was there evidence of adequate support to reach a required proficiency level. Teachers deemed EMI beneficial to advancing students’ English but felt that EMI would affect academic content, with no clear difference between the phases. Our conclusions indicate that EMI is being introduced without thorough institutional stakeholder discussion and therefore without clear policies on levels of teacher expertise. Neither is there evidence of a dialogue between phases regarding the challenges faced by EMI teachers and students.

This thesis aims to highlight the policies, perspectives, and practices of language use in a bilingual English-Swedish primary class during Grades 4–6, where English was the medium of instruction in several subjects. A rapidly increasing number of Swedish compulsory schools offer these programs, which are often associated with high status and academic achievement (Skolverket, 2010). Although several studies have investigated content and language integrated learning (CLIL) and English-medium instruction (EMI) at upper secondary schools in Sweden, there is little research on such programs for young learners in the Swedish context. As students may start learning English in Swedish schools as late as Grade 3, young learners who begin attending English-medium programs in Grade 4 may have limited knowledge of English, which can have implications for their content learning. In this thesis, which is situated within an ecology of language framework (van Lier, 2004), questions about language ideologies, teacher and learner beliefs regarding teaching and learning in an additional language, and translanguaging practices have been explored in the three studies included here. Data has been collected over three school years within the larger longitudinal case study, including policy texts, informational brochures, schedules, statistics, instructional materials, student texts, audiorecorded interviews with 13 members of staff and 22 students, audiorecorded lesson observations, fieldnotes, and photos of the school and classroom landscape as well as of instructional materials and student texts. Study I, which focused on stated and practiced language policies concerning languages of instruction in an EMI program in a Swedish compulsory school, revealed a linguistic hierarchy privileging English and a native speaker ideal. While Swedish was also valued as the other language of instruction, minoritized languages such as multilingual students' mother tongues were marginalized. Likewise, At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Submitted.

In the last 25 years, the topic of learning strategies has attracted a great deal of interest, quite often to analyse the use first (L1) and second language (L2) learners make of these strategies and how they can be helped to improve strategy knowledge. Although it is true that there has been considerable research on strategies, a smaller number of studies have attempted to explore the strategies that learners use in content and language integrated learning (CLIL) contexts, and even fewer when learning a third language (L3). This article seeks to fill that gap by reporting the findings of an intervention study into reading comprehension among young learners of English as an L3 in a multilingual (Spanish-Basque-English) context in the Basque Country. The study involves a pre-test post-test design, using two intact groups of participants who were in their 5th year of primary education (10- 11 years old). One group (n=50) served as the experimental group and the other one as the control group. The experimental group (n=50) received strategic training in reading skills for a period of seven weeks, while the control group did not. Both groups were asked to complete a survey for reading strategies and this was elicited pre- and post-intervention. Findings indicated that those students who were trained strategically in reading reported using an increased number of strategies after the training programme, although those gains were not maintained over time., En los últimos 25 años, el estudio sobre estrategias de aprendizaje ha sido foco de interés en investigación, sobre todo para conocer el uso que los aprendices de una primera (L1) o una segunda lengua (L2) hacen de esas estrategias, y cómo pueden mejorar el conocimiento de las mismas. Aunque la investigación sobre estrategias de aprendizaje ha sido importante, existe un número mucho más reducido de estudios centrados en contextos de Aprendizaje integrado de contenidos y lengua extranjera (AICLE), y todavía menos en el caso de terceras lenguas (L3). Este artículo busca llenar este vacío al analizar los resultados de un entrenamiento estratégico de comprensión lectora con estudiantes jóvenes de inglés como L3 en un contexto multilingüe (español-euskera-inglés) en el País Vasco. Nuestro estudio sigue un diseño de pretest-posttest, con dos grupos de estudiantes de 5º curso de Educación Primaria Obligatoria (EPO) (10- 11 años), un grupo control (n=50) y un grupo experimental (n=50). Para este estudio, el grupo experimental recibió un entrenamiento estratégico en comprensión lectora durante siete semanas. Ambos grupos, control y experimental, completaron un cuestionario de estrategias lectoras antes y después del entrenamiento. Los resultados señalaron que los estudiantes que recibieron el entrenamiento estratégico confirmaron hacer uso de un mayor número de estrategias lectoras tras la intervención, aunque esa tendencia no se mantuvo a lo largo de los dos años de instrucción.

In the last 25 years, the topic of learning strategies has attracted a great deal of interest, quite often to analyse the use first (L1) and second language (L2) learners make of these strategies and how they can be helped to improve strategy knowledge. Although it is true that there has been considerable research on strategies, a smaller number of studies have attempted to explore the strategies that learners use in content and language integrated learning (CLIL) contexts, and even fewer when learning a third language (L3). This article seeks to fill that gap by reporting the findings of an intervention study into reading comprehension among young learners of English as an L3 in a multilingual (Spanish-Basque-English) context in the Basque Country. The study involves a pre-test post-test design, using two intact groups of participants who were in their 5th year of primary education (10- 11 years old). One group (n=50) served as the experimental group and the other one as the control group. The experimental group (n=50) received strategic training in reading skills for a period of seven weeks, while the control group did not. Both groups were asked to complete a survey for reading strategies and this was elicited pre- and post-intervention. Findings indicated that those students who were trained strategically in reading reported using an increased number of strategies after the training programme, although those gains were not maintained over time., En los últimos 25 años, el estudio sobre estrategias de aprendizaje ha sido foco de interés en investigación, sobre todo para conocer el uso que los aprendices de una primera (L1) o una segunda lengua (L2) hacen de esas estrategias, y cómo pueden mejorar el conocimiento de las mismas. Aunque la investigación sobre estrategias de aprendizaje ha sido importante, existe un número mucho más reducido de estudios centrados en contextos de Aprendizaje integrado de contenidos y lengua extranjera (AICLE), y todavía menos en el caso de terceras lenguas (L3). Este artículo busca llenar este vacío al analizar los resultados de un entrenamiento estratégico de comprensión lectora con estudiantes jóvenes de inglés como L3 en un contexto multilingüe (español-euskera-inglés) en el País Vasco. Nuestro estudio sigue un diseño de pretest-posttest, con dos grupos de estudiantes de 5º curso de Educación Primaria Obligatoria (EPO) (10- 11 años), un grupo control (n=50) y un grupo experimental (n=50). Para este estudio, el grupo experimental recibió un entrenamiento estratégico en comprensión lectora durante siete semanas. Ambos grupos, control y experimental, completaron un cuestionario de estrategias lectoras antes y después del entrenamiento. Los resultados señalaron que los estudiantes que recibieron el entrenamiento estratégico confirmaron hacer uso de un mayor número de estrategias lectoras tras la intervención, aunque esa tendencia no se mantuvo a lo largo de los dos años de instrucción.

In the last 25 years, the topic of learning strategies has attracted a great deal of interest, quite often to analyse the use first (L1) and second language (L2) learners make of these strategies and how they can be helped to improve strategy knowledge. Although it is true that there has been considerable research on strategies, a smaller number of studies have attempted to explore the strategies that learners use in content and language integrated learning (CLIL) contexts, and even fewer when learning a third language (L3). This article seeks to fill that gap by reporting the findings of an intervention study into reading comprehension among young learners of English as an L3 in a multilingual (Spanish-Basque-English) context in the Basque Country. The study involves a pre-test post-test design, using two intact groups of participants who were in their 5th year of primary education (10- 11 years old). One group (n=50) served as the experimental group and the other one as the control group. The experimental group (n=50) received strategic training in reading skills for a period of seven weeks, while the control group did not. Both groups were asked to complete a survey for reading strategies and this was elicited pre- and post-intervention. Findings indicated that those students who were trained strategically in reading reported using an increased number of strategies after the training programme, although those gains were not maintained over time., En los últimos 25 años, el estudio sobre estrategias de aprendizaje ha sido foco de interés en investigación, sobre todo para conocer el uso que los aprendices de una primera (L1) o una segunda lengua (L2) hacen de esas estrategias, y cómo pueden mejorar el conocimiento de las mismas. Aunque la investigación sobre estrategias de aprendizaje ha sido importante, existe un número mucho más reducido de estudios centrados en contextos de Aprendizaje integrado de contenidos y lengua extranjera (AICLE), y todavía menos en el caso de terceras lenguas (L3). Este artículo busca llenar este vacío al analizar los resultados de un entrenamiento estratégico de comprensión lectora con estudiantes jóvenes de inglés como L3 en un contexto multilingüe (español-euskera-inglés) en el País Vasco. Nuestro estudio sigue un diseño de pretest-posttest, con dos grupos de estudiantes de 5º curso de Educación Primaria Obligatoria (EPO) (10- 11 años), un grupo control (n=50) y un grupo experimental (n=50). Para este estudio, el grupo experimental recibió un entrenamiento estratégico en comprensión lectora durante siete semanas. Ambos grupos, control y experimental, completaron un cuestionario de estrategias lectoras antes y después del entrenamiento. Los resultados señalaron que los estudiantes que recibieron el entrenamiento estratégico confirmaron hacer uso de un mayor número de estrategias lectoras tras la intervención, aunque esa tendencia no se mantuvo a lo largo de los dos años de instrucción.

Empirical studies have shown that Content and Language Integrated Learning (CLIL) seems to be beneficial to receptive vocabulary, which in turn correlates with a higher level of general competence. However, these studies have mainly compared CLIL and Non-CLIL groups matching in age at testing and without a control of other variables such as amount of exposure. The present study, even though exploratory in nature, sets out to fill this gap by comparing groups with the same onset age as well as controlling for other variables. To test general proficiency, the Quick Placement Test (QPT) was used, and the 1,000 and 2,000 frequency bands of the Vocabulary Levels Test (VLT) were delivered to measure functional vocabulary size. CLIL students were found to outstrip their respective Non-CLIL counterparts at the same educational level and to perform as well as an older Non-CLIL sample. Taking together the level of English language lessons and differences in cognitive maturity and amounts of exposure, it is argued that CLIL instruction has intrinsic benefits for receptive vocabulary., Diversos estudios empíricos sugieren que el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) es beneficioso para el desarrollo del vocabulario receptivo, que a su vez se correlaciona con una mejor competencia general. Sin embargo, estos estudios han comparado mayoritariamente grupos AICLE y No-AICLE pertenecientes al mismo año de instrucción sin un control de otras variables como cantidad de exposición. El presente estudio, de naturaleza exploratoria, pretende superar limitaciones previas comparando grupos con la misma edad de inicio de aprendizaje, además de controlar otras variables. Para evaluar la competencia general, se administró la primera parte del Quick Placement Test (QPT), y las versiones del Vocabulary Levels Test (VLT) correspondientes a las 1.000 y 2.000 palabras más frecuentes para medir el vocabulario receptivo. Los alumnos AICLE obtuvieron mejores resultados que sus homólogos No-AICLE en el mismo curso, resultados similares a una muestra No-AICLE de mayor edad. Teniendo en cuenta el nivel de las clases de inglés y las diferencias en madurez cognitiva y exposición, se argumenta que la instrucción AICLE posee beneficios intrínsecos para el vocabulario receptivo.

The use of first language (L1)-based Communication Strategies (CSs) in oral and written second language (L2) production has been extensively researched in Second Language Acquisition (SLA). As regards Content and Language Integrated Learning (CLIL) settings, studies seem to evince that CLIL learners do not resort as frequently to their L1 as NON-CLIL learners do (i.e. Celaya & Ruiz de Zarobe, 2010). Nevertheless, little is known about L2 learners’ self-reported opinions regarding their use of L1-based CSs (borrowing, foreignising and calque) by means of written questionnaires (Martínez Adrián, Gallardo del Puerto, & Basterrechea, forthcoming). Specially, there is scarcity of this kind of studies comparing CLIL to NON-CLIL learners’ self-reported opinions as their proficiency in English as a foreign language (EFL) increases. Consequently, the present preliminary study will try to fill this gap by (i) examining the effect of CLIL on secondary school learners’ self-reported opinions on L1-based CS use; (ii) and the effect of proficiency on the self-reported use of L1-based CSs. The sample consisted in 78 Basque/Spanish bilingual learners of L3 English from 2nd and 4th year of compulsory secondary education from four intact groups which differed in grade and exposure to CLIL instruction. The Quick Placement Test (QPT) was used to test general proficiency and a questionnaire taken from Gallardo del Puerto, Basterrechea, & Martínez Adrián (forthcoming) ; Martínez Adrián et al. (forthcoming) was administered for examining learners’ self-reported opinions on their use of L1-based CSs. Results show that CLIL students in year 2 and in year 4 outstripped their NON-CLIL peers in general proficiency. Moreover, CLIL learners in year 2 performed slightly better than NON-CLIL students in year 4. In terms of amount of L1-based CSs, CLIL learners in both grades reported to use these strategies to a lesser extent than their counterparts. The communicative nature of CLIL programmes can

Este trabajo se enmarca en el ámbito de la adquisición del español como lengua extranjera con fines académicos, de creciente interés por el auge de los intercambios universitarios y la internacionalización de nuestro alumnado. Esta especialidad se ha ido afianzando desde los primeros estudios de Vázquez (2001, 2004, 2005) y está cobrando gran relevancia en los últimos años. Desde el grupo de investigación ACQUA, venimos trabajando en esta línea desde 2010 mediante la realización de Cursos de Español académico para estudiantes extranjeros, que van por su sexta edición (Gil del Moral 2014), así como a través de tres Redes de Investigación en Docencia Universitaria, a partir de 2013 (Pastor 2015a, 2015b, 2016). Partiendo de este marco, los objetivos de este trabajo son, en primer lugar, analizar la recepción de la Guía académica para estudiantes internacionales de la Facultad de Filosofía y Letras, que fue resultado de la segunda de las Redes citadas y, en segundo lugar, determinar sus beneficios de cara a la adquisición de la lengua y el rendimiento académico. Para la obtención de los datos hemos empleado una metodología mixta, a través de un cuestionario con preguntas abiertas y cerradas para el alumnado de intercambio internacional de la Facultad de Filosofía y Letras de la UA durante 2015-16. Los resultados evidencian la utilidad de la Guía, que ha obtenido por parte del alumnado una valoración positiva, lo cual impulsa su mejora y futura implementación., This study is carried out in the field of the Acquisition of Spanish as a Foreign Language (SFL) for academic purposes, a growing interest área due to increasing university exchanges and the internationalisation of our students. This field has been gained momentum since the Vázquez’ first studies (2001, 2004, 2005) and is becoming more important in recent years. At the University of Alicante (UA), within the research group on Acquisition and Teaching of Second and Foreign Languages (ACQUA), we have been working along these lines since 2010 through offering Courses of Academic Spanish for foreign students, which go for their sixth edition (Gil del Moral 2014), as well as through three Research Projects on university teaching, during the academic years 2013-14, 2014-15 y 2015-16 (Pastor 2015a, 2015b, 2016). Building on this framework, this paper aims, firstly, to analyse the reception of the Guía académica para estudiantes internacionales of the Faculty of Arts (FA), which was the result of the second Research Project mentioned and, secondly, to determine its benefits for the acquisition of the language and the academic performance. This mixed method study obtained the data through an opened-ended questionnaire for the international exchange students of the FA at UA during the first and second semester of the current academic year 2015-2016. Results show the usefulness of the Guía, which have been valued positively by the students.

The use of first language (L1)-based Communication Strategies (CSs) in oral and written second language (L2) production has been extensively researched in Second Language Acquisition (SLA). As regards Content and Language Integrated Learning (CLIL) settings, studies seem to evince that CLIL learners do not resort as frequently to their L1 as NON-CLIL learners do (i.e. Celaya & Ruiz de Zarobe, 2010). Nevertheless, little is known about L2 learners’ self-reported opinions regarding their use of L1-based CSs (borrowing, foreignising and calque) by means of written questionnaires (Martínez Adrián, Gallardo del Puerto, & Basterrechea, forthcoming). Specially, there is scarcity of this kind of studies comparing CLIL to NON-CLIL learners’ self-reported opinions as their proficiency in English as a foreign language (EFL) increases. Consequently, the present preliminary study will try to fill this gap by (i) examining the effect of CLIL on secondary school learners’ self-reported opinions on L1-based CS use; (ii) and the effect of proficiency on the self-reported use of L1-based CSs. The sample consisted in 78 Basque/Spanish bilingual learners of L3 English from 2nd and 4th year of compulsory secondary education from four intact groups which differed in grade and exposure to CLIL instruction. The Quick Placement Test (QPT) was used to test general proficiency and a questionnaire taken from Gallardo del Puerto, Basterrechea, & Martínez Adrián (forthcoming) ; Martínez Adrián et al. (forthcoming) was administered for examining learners’ self-reported opinions on their use of L1-based CSs. Results show that CLIL students in year 2 and in year 4 outstripped their NON-CLIL peers in general proficiency. Moreover, CLIL learners in year 2 performed slightly better than NON-CLIL students in year 4. In terms of amount of L1-based CSs, CLIL learners in both grades reported to use these strategies to a lesser extent than their counterparts. The communicative nature of CLIL programmes can

Empirical studies have shown that Content and Language Integrated Learning (CLIL) seems to be beneficial to receptive vocabulary, which in turn correlates with a higher level of general competence. However, these studies have mainly compared CLIL and Non-CLIL groups matching in age at testing and without a control of other variables such as amount of exposure. The present study, even though exploratory in nature, sets out to fill this gap by comparing groups with the same onset age as well as controlling for other variables. To test general proficiency, the Quick Placement Test (QPT) was used, and the 1,000 and 2,000 frequency bands of the Vocabulary Levels Test (VLT) were delivered to measure functional vocabulary size. CLIL students were found to outstrip their respective Non-CLIL counterparts at the same educational level and to perform as well as an older Non-CLIL sample. Taking together the level of English language lessons and differences in cognitive maturity and amounts of exposure, it is argued that CLIL instruction has intrinsic benefits for receptive vocabulary., Diversos estudios empíricos sugieren que el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) es beneficioso para el desarrollo del vocabulario receptivo, que a su vez se correlaciona con una mejor competencia general. Sin embargo, estos estudios han comparado mayoritariamente grupos AICLE y No-AICLE pertenecientes al mismo año de instrucción sin un control de otras variables como cantidad de exposición. El presente estudio, de naturaleza exploratoria, pretende superar limitaciones previas comparando grupos con la misma edad de inicio de aprendizaje, además de controlar otras variables. Para evaluar la competencia general, se administró la primera parte del Quick Placement Test (QPT), y las versiones del Vocabulary Levels Test (VLT) correspondientes a las 1.000 y 2.000 palabras más frecuentes para medir el vocabulario receptivo. Los alumnos AICLE obtuvieron mejores resultados que sus homólogos No-AICLE en el mismo curso, resultados similares a una muestra No-AICLE de mayor edad. Teniendo en cuenta el nivel de las clases de inglés y las diferencias en madurez cognitiva y exposición, se argumenta que la instrucción AICLE posee beneficios intrínsecos para el vocabulario receptivo.

In the last 25 years, the topic of learning strategies has attracted a great deal of interest, quite often to analyse the use first (L1) and second language (L2) learners make of these strategies and how they can be helped to improve strategy knowledge. Although it is true that there has been considerable research on strategies, a smaller number of studies have attempted to explore the strategies that learners use in content and language integrated learning (CLIL) contexts, and even fewer when learning a third language (L3). This article seeks to fill that gap by reporting the findings of an intervention study into reading comprehension among young learners of English as an L3 in a multilingual (Spanish-Basque-English) context in the Basque Country. The study involves a pre-test post-test design, using two intact groups of participants who were in their 5th year of primary education (10- 11 years old). One group (n=50) served as the experimental group and the other one as the control group. The experimental group (n=50) received strategic training in reading skills for a period of seven weeks, while the control group did not. Both groups were asked to complete a survey for reading strategies and this was elicited pre- and post-intervention. Findings indicated that those students who were trained strategically in reading reported using an increased number of strategies after the training programme, although those gains were not maintained over time., En los últimos 25 años, el estudio sobre estrategias de aprendizaje ha sido foco de interés en investigación, sobre todo para conocer el uso que los aprendices de una primera (L1) o una segunda lengua (L2) hacen de esas estrategias, y cómo pueden mejorar el conocimiento de las mismas. Aunque la investigación sobre estrategias de aprendizaje ha sido importante, existe un número mucho más reducido de estudios centrados en contextos de Aprendizaje integrado de contenidos y lengua extranjera (AICLE), y todavía menos en el caso de terceras lenguas (L3). Este artículo busca llenar este vacío al analizar los resultados de un entrenamiento estratégico de comprensión lectora con estudiantes jóvenes de inglés como L3 en un contexto multilingüe (español-euskera-inglés) en el País Vasco. Nuestro estudio sigue un diseño de pretest-posttest, con dos grupos de estudiantes de 5º curso de Educación Primaria Obligatoria (EPO) (10- 11 años), un grupo control (n=50) y un grupo experimental (n=50). Para este estudio, el grupo experimental recibió un entrenamiento estratégico en comprensión lectora durante siete semanas. Ambos grupos, control y experimental, completaron un cuestionario de estrategias lectoras antes y después del entrenamiento. Los resultados señalaron que los estudiantes que recibieron el entrenamiento estratégico confirmaron hacer uso de un mayor número de estrategias lectoras tras la intervención, aunque esa tendencia no se mantuvo a lo largo de los dos años de instrucción.

In the last 25 years, the topic of learning strategies has attracted a great deal of interest, quite often to analyse the use first (L1) and second language (L2) learners make of these strategies and how they can be helped to improve strategy knowledge. Although it is true that there has been considerable research on strategies, a smaller number of studies have attempted to explore the strategies that learners use in content and language integrated learning (CLIL) contexts, and even fewer when learning a third language (L3). This article seeks to fill that gap by reporting the findings of an intervention study into reading comprehension among young learners of English as an L3 in a multilingual (Spanish-Basque-English) context in the Basque Country. The study involves a pre-test post-test design, using two intact groups of participants who were in their 5th year of primary education (10- 11 years old). One group (n=50) served as the experimental group and the other one as the control group. The experimental group (n=50) received strategic training in reading skills for a period of seven weeks, while the control group did not. Both groups were asked to complete a survey for reading strategies and this was elicited pre- and post-intervention. Findings indicated that those students who were trained strategically in reading reported using an increased number of strategies after the training programme, although those gains were not maintained over time., En los últimos 25 años, el estudio sobre estrategias de aprendizaje ha sido foco de interés en investigación, sobre todo para conocer el uso que los aprendices de una primera (L1) o una segunda lengua (L2) hacen de esas estrategias, y cómo pueden mejorar el conocimiento de las mismas. Aunque la investigación sobre estrategias de aprendizaje ha sido importante, existe un número mucho más reducido de estudios centrados en contextos de Aprendizaje integrado de contenidos y lengua extranjera (AICLE), y todavía menos en el caso de terceras lenguas (L3). Este artículo busca llenar este vacío al analizar los resultados de un entrenamiento estratégico de comprensión lectora con estudiantes jóvenes de inglés como L3 en un contexto multilingüe (español-euskera-inglés) en el País Vasco. Nuestro estudio sigue un diseño de pretest-posttest, con dos grupos de estudiantes de 5º curso de Educación Primaria Obligatoria (EPO) (10- 11 años), un grupo control (n=50) y un grupo experimental (n=50). Para este estudio, el grupo experimental recibió un entrenamiento estratégico en comprensión lectora durante siete semanas. Ambos grupos, control y experimental, completaron un cuestionario de estrategias lectoras antes y después del entrenamiento. Los resultados señalaron que los estudiantes que recibieron el entrenamiento estratégico confirmaron hacer uso de un mayor número de estrategias lectoras tras la intervención, aunque esa tendencia no se mantuvo a lo largo de los dos años de instrucción.

The use of first language (L1)-based Communication Strategies (CSs) in oral and written second language (L2) production has been extensively researched in Second Language Acquisition (SLA). As regards Content and Language Integrated Learning (CLIL) settings, studies seem to evince that CLIL learners do not resort as frequently to their L1 as NON-CLIL learners do (i.e. Celaya & Ruiz de Zarobe, 2010). Nevertheless, little is known about L2 learners’ self-reported opinions regarding their use of L1-based CSs (borrowing, foreignising and calque) by means of written questionnaires (Martínez Adrián, Gallardo del Puerto, & Basterrechea, forthcoming). Specially, there is scarcity of this kind of studies comparing CLIL to NON-CLIL learners’ self-reported opinions as their proficiency in English as a foreign language (EFL) increases. Consequently, the present preliminary study will try to fill this gap by (i) examining the effect of CLIL on secondary school learners’ self-reported opinions on L1-based CS use; (ii) and the effect of proficiency on the self-reported use of L1-based CSs. The sample consisted in 78 Basque/Spanish bilingual learners of L3 English from 2nd and 4th year of compulsory secondary education from four intact groups which differed in grade and exposure to CLIL instruction. The Quick Placement Test (QPT) was used to test general proficiency and a questionnaire taken from Gallardo del Puerto, Basterrechea, & Martínez Adrián (forthcoming) ; Martínez Adrián et al. (forthcoming) was administered for examining learners’ self-reported opinions on their use of L1-based CSs. Results show that CLIL students in year 2 and in year 4 outstripped their NON-CLIL peers in general proficiency. Moreover, CLIL learners in year 2 performed slightly better than NON-CLIL students in year 4. In terms of amount of L1-based CSs, CLIL learners in both grades reported to use these strategies to a lesser extent than their counterparts. The communicative nature of CLIL programmes can

Este trabajo se enmarca en el ámbito de la adquisición del español como lengua extranjera con fines académicos, de creciente interés por el auge de los intercambios universitarios y la internacionalización de nuestro alumnado. Esta especialidad se ha ido afianzando desde los primeros estudios de Vázquez (2001, 2004, 2005) y está cobrando gran relevancia en los últimos años. Desde el grupo de investigación ACQUA, venimos trabajando en esta línea desde 2010 mediante la realización de Cursos de Español académico para estudiantes extranjeros, que van por su sexta edición (Gil del Moral 2014), así como a través de tres Redes de Investigación en Docencia Universitaria, a partir de 2013 (Pastor 2015a, 2015b, 2016). Partiendo de este marco, los objetivos de este trabajo son, en primer lugar, analizar la recepción de la Guía académica para estudiantes internacionales de la Facultad de Filosofía y Letras, que fue resultado de la segunda de las Redes citadas y, en segundo lugar, determinar sus beneficios de cara a la adquisición de la lengua y el rendimiento académico. Para la obtención de los datos hemos empleado una metodología mixta, a través de un cuestionario con preguntas abiertas y cerradas para el alumnado de intercambio internacional de la Facultad de Filosofía y Letras de la UA durante 2015-16. Los resultados evidencian la utilidad de la Guía, que ha obtenido por parte del alumnado una valoración positiva, lo cual impulsa su mejora y futura implementación., This study is carried out in the field of the Acquisition of Spanish as a Foreign Language (SFL) for academic purposes, a growing interest área due to increasing university exchanges and the internationalisation of our students. This field has been gained momentum since the Vázquez’ first studies (2001, 2004, 2005) and is becoming more important in recent years. At the University of Alicante (UA), within the research group on Acquisition and Teaching of Second and Foreign Languages (ACQUA), we have been working along these lines since 2010 through offering Courses of Academic Spanish for foreign students, which go for their sixth edition (Gil del Moral 2014), as well as through three Research Projects on university teaching, during the academic years 2013-14, 2014-15 y 2015-16 (Pastor 2015a, 2015b, 2016). Building on this framework, this paper aims, firstly, to analyse the reception of the Guía académica para estudiantes internacionales of the Faculty of Arts (FA), which was the result of the second Research Project mentioned and, secondly, to determine its benefits for the acquisition of the language and the academic performance. This mixed method study obtained the data through an opened-ended questionnaire for the international exchange students of the FA at UA during the first and second semester of the current academic year 2015-2016. Results show the usefulness of the Guía, which have been valued positively by the students.