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[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.

[EN] The focus of this report is the link between CLIL (Content and Language Integrated Learning) and CALL (Computer-Assisted Language Learning), and in particular, the added value technologies can bring to the learning/ teaching of a foreign language and to the delivery of subject content through a foreign language. An example of a free online global training initiative on these topics will be described: “Techno-CLIL for EVO 2016”. An overview of the course will be offered, detailing some of the asynchronous and synchronous activities proposed during the five-week training experience which registered about 5000 participants from all over the world. Special attention will be devoted to the feedback from the teachers on how this experience helped their professional growth as reflective practitioners.

[EN] The focus of this report is the link between CLIL (Content and Language Integrated Learning) and CALL (Computer-Assisted Language Learning), and in particular, the added value technologies can bring to the learning/ teaching of a foreign language and to the delivery of subject content through a foreign language. An example of a free online global training initiative on these topics will be described: “Techno-CLIL for EVO 2016”. An overview of the course will be offered, detailing some of the asynchronous and synchronous activities proposed during the five-week training experience which registered about 5000 participants from all over the world. Special attention will be devoted to the feedback from the teachers on how this experience helped their professional growth as reflective practitioners.

[EN] The focus of this report is the link between CLIL (Content and Language Integrated Learning) and CALL (Computer-Assisted Language Learning), and in particular, the added value technologies can bring to the learning/ teaching of a foreign language and to the delivery of subject content through a foreign language. An example of a free online global training initiative on these topics will be described: “Techno-CLIL for EVO 2016”. An overview of the course will be offered, detailing some of the asynchronous and synchronous activities proposed during the five-week training experience which registered about 5000 participants from all over the world. Special attention will be devoted to the feedback from the teachers on how this experience helped their professional growth as reflective practitioners.

[EN] The focus of this report is the link between CLIL (Content and Language Integrated Learning) and CALL (Computer-Assisted Language Learning), and in particular, the added value technologies can bring to the learning/ teaching of a foreign language and to the delivery of subject content through a foreign language. An example of a free online global training initiative on these topics will be described: “Techno-CLIL for EVO 2016”. An overview of the course will be offered, detailing some of the asynchronous and synchronous activities proposed during the five-week training experience which registered about 5000 participants from all over the world. Special attention will be devoted to the feedback from the teachers on how this experience helped their professional growth as reflective practitioners.

[EN] The focus of this report is the link between CLIL (Content and Language Integrated Learning) and CALL (Computer-Assisted Language Learning), and in particular, the added value technologies can bring to the learning/ teaching of a foreign language and to the delivery of subject content through a foreign language. An example of a free online global training initiative on these topics will be described: “Techno-CLIL for EVO 2016”. An overview of the course will be offered, detailing some of the asynchronous and synchronous activities proposed during the five-week training experience which registered about 5000 participants from all over the world. Special attention will be devoted to the feedback from the teachers on how this experience helped their professional growth as reflective practitioners.

[EN] The focus of this report is the link between CLIL (Content and Language Integrated Learning) and CALL (Computer-Assisted Language Learning), and in particular, the added value technologies can bring to the learning/ teaching of a foreign language and to the delivery of subject content through a foreign language. An example of a free online global training initiative on these topics will be described: “Techno-CLIL for EVO 2016”. An overview of the course will be offered, detailing some of the asynchronous and synchronous activities proposed during the five-week training experience which registered about 5000 participants from all over the world. Special attention will be devoted to the feedback from the teachers on how this experience helped their professional growth as reflective practitioners.

This paper describes our on-going research into first and foreign language use in Content and Language Integrated Learning (CLIL) classrooms. First, we compiled a corpus for indirect observation of twenty YouTube videos featuring primary and secondary school CLIL lessons taught in five European countries. Second, data were gathered through direct observation of four secondary school groups of CLIL Technology classes taught at the IES Benicalap (Valencia, Spain). The results provide insight into when and how first and foreign languages (in this case, English) were used in these CLIL classrooms, especially in regard to instruction, class management and feedback.

This paper describes our on-going research into first and foreign language use in Content and Language Integrated Learning (CLIL) classrooms. First, we compiled a corpus for indirect observation of twenty YouTube videos featuring primary and secondary school CLIL lessons taught in five European countries. Second, data were gathered through direct observation of four secondary school groups of CLIL Technology classes taught at the IES Benicalap (Valencia, Spain). The results provide insight into when and how first and foreign languages (in this case, English) were used in these CLIL classrooms, especially in regard to instruction, class management and feedback.

[ES] El artículo se centra en los resultados de un proyecto de mejora educativa llevado a cabo en la Universitat Politècnica de València durante el curso académico 2013-14 para ayudar a los estudiantes a mejorar sus competencias lingüísticas en inglés. El proceso que se ha seguido es el de crear materiales didácticois específicos para los diversos grados que se imparten en la Escuela Técnica Superior de Ingeniería del Diseño (ETSID) utilizando una nueva herramienta de autor que ha sido desarrollada dentro del proyecto europeo Tools for CLIL Teachers en el que han participado los autores. La utilización de dichos materiales, así como la evaluación y validación de los mismos, se realizará a lo largo del curso 2014-15. El diseño de estos materiales se ha apoyado en dos aproximaciones a la docencia de lenguas extranjeras; por una parte, el denominado Aprendizaje Integrado de Contenido y Lenguas Extranjeras (AICLE) y, por otra, la Enseñanza de Lenguas Asistida por Ordenador (ELAO)., [EN] The article is based on the results of a teaching innovation project conducted at the Universitat Politècnica de València during the 2013-14 school year to aid undergraduate learners at the School of Design Engineering to improve their communicative competences in English as a Foreign Language (EFL). The authors created EFL learning materials using an innovative authoring tool, which has recently been launched, developed within the Tools for CLIL Teachers EU-funded project. The materials development was based on two well-established approaches to foreign language learning, i.e. Content and Language Integrated Learning (CLIL) and Computer-Assisted Language Learning (CALL). Evaluation and validation of the materials will take place during 2014-15.

[EN] Content and Language Integrated Learning (CLIL) is a widely researched approach to foreign language learning and teaching. One of the pillars of CLIL is the concept of motivation. Some studies have focused on exploring motivation within CLIL, however there has not been much discussion about the connection between motivation, or other affective factors, and each component of foreign language learning. Hence, given two groups of learners with the same hours of EFL instruction, the main objective of this research is to determine whether there exists any kind of interaction between the number of words learners know receptively and their motivation towards English as a Foreign Language (EFL). Most students in both groups were highly motivated. No relationship was identified between the receptive vocabulary knowledge and the general motivation for the secondary graders but a positive significant relationship was found for the primary CLIL graders. Several reasons will be adduced.

[ES] El artículo se centra en los resultados de un proyecto de mejora educativa llevado a cabo en la Universitat Politècnica de València durante el curso académico 2013-14 para ayudar a los estudiantes a mejorar sus competencias lingüísticas en inglés. El proceso que se ha seguido es el de crear materiales didácticois específicos para los diversos grados que se imparten en la Escuela Técnica Superior de Ingeniería del Diseño (ETSID) utilizando una nueva herramienta de autor que ha sido desarrollada dentro del proyecto europeo Tools for CLIL Teachers en el que han participado los autores. La utilización de dichos materiales, así como la evaluación y validación de los mismos, se realizará a lo largo del curso 2014-15. El diseño de estos materiales se ha apoyado en dos aproximaciones a la docencia de lenguas extranjeras; por una parte, el denominado Aprendizaje Integrado de Contenido y Lenguas Extranjeras (AICLE) y, por otra, la Enseñanza de Lenguas Asistida por Ordenador (ELAO)., [EN] The article is based on the results of a teaching innovation project conducted at the Universitat Politècnica de València during the 2013-14 school year to aid undergraduate learners at the School of Design Engineering to improve their communicative competences in English as a Foreign Language (EFL). The authors created EFL learning materials using an innovative authoring tool, which has recently been launched, developed within the Tools for CLIL Teachers EU-funded project. The materials development was based on two well-established approaches to foreign language learning, i.e. Content and Language Integrated Learning (CLIL) and Computer-Assisted Language Learning (CALL). Evaluation and validation of the materials will take place during 2014-15.

[EN] Content and Language Integrated Learning (CLIL) is a widely researched approach to foreign language learning and teaching. One of the pillars of CLIL is the concept of motivation. Some studies have focused on exploring motivation within CLIL, however there has not been much discussion about the connection between motivation, or other affective factors, and each component of foreign language learning. Hence, given two groups of learners with the same hours of EFL instruction, the main objective of this research is to determine whether there exists any kind of interaction between the number of words learners know receptively and their motivation towards English as a Foreign Language (EFL). Most students in both groups were highly motivated. No relationship was identified between the receptive vocabulary knowledge and the general motivation for the secondary graders but a positive significant relationship was found for the primary CLIL graders. Several reasons will be adduced.

[EN] Content and Language Integrated Learning (CLIL) is a widely researched approach to foreign language learning and teaching. One of the pillars of CLIL is the concept of motivation. Some studies have focused on exploring motivation within CLIL, however there has not been much discussion about the connection between motivation, or other affective factors, and each component of foreign language learning. Hence, given two groups of learners with the same hours of EFL instruction, the main objective of this research is to determine whether there exists any kind of interaction between the number of words learners know receptively and their motivation towards English as a Foreign Language (EFL). Most students in both groups were highly motivated. No relationship was identified between the receptive vocabulary knowledge and the general motivation for the secondary graders but a positive significant relationship was found for the primary CLIL graders. Several reasons will be adduced.

[EN] Content and Language Integrated Learning (CLIL) is a widely researched approach to foreign language learning and teaching. One of the pillars of CLIL is the concept of motivation. Some studies have focused on exploring motivation within CLIL, however there has not been much discussion about the connection between motivation, or other affective factors, and each component of foreign language learning. Hence, given two groups of learners with the same hours of EFL instruction, the main objective of this research is to determine whether there exists any kind of interaction between the number of words learners know receptively and their motivation towards English as a Foreign Language (EFL). Most students in both groups were highly motivated. No relationship was identified between the receptive vocabulary knowledge and the general motivation for the secondary graders but a positive significant relationship was found for the primary CLIL graders. Several reasons will be adduced.

[EN] Content and Language Integrated Learning (CLIL) is a widely researched approach to foreign language learning and teaching. One of the pillars of CLIL is the concept of motivation. Some studies have focused on exploring motivation within CLIL, however there has not been much discussion about the connection between motivation, or other affective factors, and each component of foreign language learning. Hence, given two groups of learners with the same hours of EFL instruction, the main objective of this research is to determine whether there exists any kind of interaction between the number of words learners know receptively and their motivation towards English as a Foreign Language (EFL). Most students in both groups were highly motivated. No relationship was identified between the receptive vocabulary knowledge and the general motivation for the secondary graders but a positive significant relationship was found for the primary CLIL graders. Several reasons will be adduced.

[EN] Content and Language Integrated Learning (CLIL) is a widely researched approach to foreign language learning and teaching. One of the pillars of CLIL is the concept of motivation. Some studies have focused on exploring motivation within CLIL, however there has not been much discussion about the connection between motivation, or other affective factors, and each component of foreign language learning. Hence, given two groups of learners with the same hours of EFL instruction, the main objective of this research is to determine whether there exists any kind of interaction between the number of words learners know receptively and their motivation towards English as a Foreign Language (EFL). Most students in both groups were highly motivated. No relationship was identified between the receptive vocabulary knowledge and the general motivation for the secondary graders but a positive significant relationship was found for the primary CLIL graders. Several reasons will be adduced.