Module 1. Let’s start planning!

PLANNING DIDACTIC SEQUENCES

THROUGH CLIL METHODOLOGY
CREACIÓ DE MATERIALS DIDÀCTICS
AMB METODOLOGIA AICLE

Module
Let’s start planning!
1
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PLANNING DIDACTIC SEQUENCES THROUGH

CLIL METHODOLOGY
Module
Let’s start planning!
1

1. Introduction
1.1. The importance of the English language in today’s world
1.2. What is the CLIL methodology for the Planning didactic units through CLIL
methodology course?
1.3. How does the Planning didactic sequences through CLIL methodology
course work?

2. Didactic sequences in CLIL

2.1. An introduction to didactic sequences in CLIL
2.2. Curricular key elements

3. Let’s plan
3.1. Teaching and learning objectives
3.2. The tasks in CLIL
3.3. The final task
3.4. The role of language in didactic sequences

4. Conclusion

5. Tasks

6. Learn some more…

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 Module 1. Let’s start planning!

1. Introduction

1.1. The importance of the English language in today’s world

Language is our primary source of communication. It’s the method through which we
share our ideas and thoughts with others. Some people even say that language is what
separates us from animals and makes us human.
There are thousands of languages in this world. Countries have their own national
languages in addition to a variety of local languages spoken and understood by their
people in different regions. Some languages are spoken by millions of people, others by
only a few thousand.
English as an international common language means that several factors make the English
language essential to communication in our current time. First, it is the most common
foreign language. This means that two people who come from different countries
(for example, a Mexican and a Swede) usually use English as a common language to
communicate. That’s why everyone needs to learn the language in order to be in touch
on an international level. Speaking it will help you communicate with people from
countries all over the world, not just English-speaking ones. English is also essential to
the field of education. In many countries, children are taught and encouraged to learn
English as a second language. Even in countries where it is not an official language, such
as the Netherlands or Sweden, we will find many syllabuses in science and engineering
are written in English because it is the dominant language in the sciences. Most research
and studies you find in any given scientific field will be written in English as well. At the
university level, students in many countries study almost all their subjects in English in
order to make the material more accessible to international students.

English as a lingua franca

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1.2. What is the CLIL methodology for the Planning didactic

sequences through CLIL methodology course?

This is the third level of CLIL courses addressed to Primary and Secondary teachers. It
is important for you to know the meaning of CLIL: Content and Language Integrated
Learning. During this course, you will learn some strategies for successful CLIL units,
how to plan CLIL didactic sequences and how to assess them as well as some practical
activities. Theory and practice are both very important when working with CLIL.
During the whole course, we would like to reach these objectives:
• Learn advanced concepts related to CLIL methodology.
• Provide methodological and linguistic resources.
• Provide a wide range of resources related to CLIL didactic sequences.
• Work on (separately) the different sequences related to CLIL didactic sequences.
• Design a complete CLIL didactic sequences.

1.3. How does the Planning didactic sequences through

CLIL methodology course work?

Being a CLIL course and with the B2 level of English a requirement, the course will be
done 100% in English, so English is the main language of the course. It also means that
all the tasks should be handed in in English.
As we work on this dossier, we are going to find tasks to complete. It is important to
mention that all of them are compulsory but not all of them are assessable. Some of
them are not assessable but they are considered good practice for you to improve your
knowledge.

To work on this course, you should create ONE Document (Word, Pdf, Google
Doc…) which will be completed during the course.

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2. Didactic sequences in CLIL

2.1. An introduction to didactic sequences in CLIL

First, let’s talk about the concept of planning. Planning is one of the most important
project management and time management techniques. Planning is preparing a
sequence of action steps to achieve some specific goal. A plan is like a map. When
following a plan, you can always see how much you have progressed towards your
project goal and how far you are from your destination. Knowing where you are is
essential for making good decisions on where to go or what to do next.
So, a didactic sequences is a kind of lesson plan where the teacher details and describes
each lesson on the course. In order to guide class instructions, the teacher will develop
this didactic sequences, regarding skills, competences, time management (how much
time to devote to each activity) and the explanations given to the students. When
writing it, the teacher has to take into account what students have to learn during the
course, how classes will be planned, the different needs that students may have (lack of
concentration, difficulties to learn, capacity to learn easily, etc).
It is also important to mention that we need to plan because:
• Planning helps you to reduce uncertainty or panic and gives you confidence and
clarity.
• It reminds you to prepare materials beforehand and makes it easier for you to
organize the time and activities flow in classes.
• For students, evidence of a plan
shows them the teacher has
devoted time to thinking about
the class.
• It is a way to help gain the respect
of your students.
• Planning ensures that the class
you are teaching gets a balanced
mixture of different materials,
content and interaction types.

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Source: One Stop Teacher Shop

Planning a CLIL didactic sequences can seem difficult but there are many tools regarding
planning that will help us.
When planning a CLIL lesson, we can state some specific needs such as:
• First language
• Educational background
• Students’ levels
• Culture
• Socioeconomic status
• Expectations
• Life experiences

Also, when planning a CLIL didactic sequences, we should take into account some key
points related to CLIL theories and methodologies such as:
• Integrating Content and Language
• The 4Cs
• Bloom’s taxonomy
• According to D. Coyle, the content of the topic will guide the language used in
the didactic sequences.

It is important for you to know that there are different approaches to planning CLIL units
and materials, such as the SIOP model outlined by Echevarria, Enright and McCloskey’s
model called “Integrating English”; and Do Coyle’s “4Cs Framework” model. Also, the

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way we plan CLIL depends on the educational level, the context and the legal framework
among others. Similarly, we can find a large variety of models and templates that we
can use to plan CLIL units.
The approach that we are going to use to plan our CLIL unit is mainly based on the “4Cs
framework”.

2.2. Curricular key elements

The first step in planning our CLIL unit is to decide:

• The subject area that we are going to teach in the target language (English): Arts
& Crafts; PE; Maths; Science; Geography, etc.

And
• Grade level: 1st Primary, 3rd ESO; Pre-school 4 years old; etc.
• Later on we will correctly identify our CLIL unit by giving it a name and indicating
the number of lessons or sessions that it will require.
• Add arguments in favour of your didactic sequences. For example, say why you
are working with this topic.

*There are lots of templates for designing a CLIL unit. Choose the best for you, adapt
one or create one :)

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• CLIL Template 1 by MJ Frigols (2oo9):

Source: © M.J. Frigols. 2009

Source: © M.J. Frigols. 2009

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• CLIL Template 2: Magdalena Szwec

CLIL Lesson Plan Template for TEYL
Date: 11.05.2015
School: Primary School no. 109 in Warsaw
Teacher: Magdalena Szwec
Subject: English

Lesson title Animal habitats

Class length 45 minutes

Class/student Grade 1, English 3 times a week

information 12 students (one half of the class)

Overall instructional Students will understand the concept of animal habitats.

aims

Objectives content Topics: Animal habitats

Facts: names of animals, nouns:

land, water, air verb: live

New understandings:
Students will understand the relationship between
animals and their habitats.

language Content-obligatory language objectives

Learners will be able to use the present tense (3rd
person singular) to identify the names of animals
with the verb ‘live’ and animal habitats such as on
the land, in the air, in the water : A (penguin) lives
(on land). Learners will be able to demonstrate
understanding of ‘Where...?’ questions, such as
‘Where does a (horse) live?’ and answer: A (horse)
lives (on land).
Content-compatible language objectives
Learners will be able to talk about habitats of the pets
they have (My fish lives in the water / My dog lives on
land) and other animals (not discussed in the lesson).

Language functions:
Describing, contrasting
Key language structures:
Where does (a cow) live? A cow lives (on land).
Key vocabulary:
Animal habitats (land,air,water), the verb live, names
of animals

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cognition Lower-order thinking skills:

recalling previously learned material
memorizing, repeating, naming, recognizing
Higher-order thinking skills:
comparing, contrasting, classifying

culture Familiar concepts used in a new way:

grouping animals
Unfamiliar concepts: creating sets of animals
according to their habitats (also with common
elements e.g. animals that live both in the water and
on land - semi-aquatic animals)

Instructional strategies I will use scaffolding techniques such as activating students’ prior
(building background, knowledge about animal habitats, developing questions with
using learning phases, Bloom’s taxonomy in mind, using familiar routines and chunks, using
integrating modalities, visuals (flashcards with animals) and a book (Snappy Numbers),
using scaffolding, etc.) using demonstration, gestures, examples, using graphic organizers to
Describe briefly faciliate understanding.

Justification for lesson The lesson is important for students, because it allows them to
identify natural habitats of animals they know and to classify them.
(why is it important to
It also brings the concept of semi-aquatic animals that live both on
your students)
land and in the water.

Assessment for/as Teacher checks on understanding and adjusts instructions to

learning keep students on track. No grades or scores are given. Incidential
observation and guiding students’ understanding.

Teaching materials Flashcards, laptop, book ‘Snappy Numbers’, worksheet 3 and 4,

National Geographic Little Kids magazine

Source: Magdalena Szwec’s Teaching Portfolio

• CLIL Template 3 by Isabel Pérez

http://www.isabelperez.com/clil/clicl_m_4.htm

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3. Let’s plan

3.1. Teaching and learning objectives

Once we have stated the key points to develop our CLIL unit, we should move onto the
teaching and learning objectives.
The teaching objectives and the learning objectives for both language and content
should be considered. By teaching objectives, we understand that they are pieces of
information and knowledge that teachers intend to teach. Objectives are described
as brief, clear statements that describe the desired learning outcomes of instruction
such as the specific skills, values, and attitudes students should exhibit that reflect the
broader goals. Learning objectives, on the other hand identify what the learner will
know and be able to do by the end of a lesson.
Let’s see some examples:

Unit 1. Changes in the weather

• Subject area: Natural Science.
• Level: 1st level of Primary Education.
• Reasons I am working with this unit: I am working with this unit because the
weather is related to everyday life of our young students. They can learn some
key points about weather changes.
• Teaching objectives:
» To understand what a cloud is
» To explain how a cloud is formed
» To define the various types of clouds
• Learning objectives:
» To describe what clouds are made of
» To design and draw a clouds poster

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Source: Living life & Learning

An example of a poster:
And an example of an interactive game that kids love:

http://www.eslgamesplus.com/weather-vocabulary-esl-interactive-board-game/

Unit 2: Biomes in the world

• Subject area: Natural Science.
• Level: 1st level of Secondary Education.
• Reasons why I am working with this unit: I am working with this unit because
students should be aware that there are different biomes and climates around
the world. It is also connected to everyday life because they can watch the news
and see some phenomena in different places around the world.
• Teaching objectives:
» To understand that there are different ecosystems.
» To recognise the ten major world biomes.
» To explain and describe the ten major world biomes.
» To create consciousness about human processes.

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• Learning objectives:
» To recognise different types of ecosystems.
» To identify the characteristics of the ten major world biomes.
» To locate the ten major world biomes.
» To describe and explain the main characteristics of each biome.
» To identify human processes that affect the changes in each biome.

An example of presentation:

http://www.slideshare.net/sciencekid/what-are-biomes

And games:

http://www.wartgames.com/themes/science/biomes.html

3.2. The tasks in CLIL

First, it is important to know what a task is. According to the CEFR a task is “as any
purposeful action considered by an individual as necessary in order to achieve a given
result in the context of a problem to be solved, an obligation to fulfil or an objective
to be achieved. This definition would cover a wide range of actions such as moving a
wardrobe, writing a book, obtaining certain conditions in the negotiation of a contract,
playing a game of cards, ordering a meal in a restaurant, translating a foreign language
text or preparing a class newspaper through group work.” This is an example of a
definition but there are many others.
This definition also means:
• A task involves a primary focus on meaning
• A task involves real-world processes of language use
• A task can involve any of the four language skills
• A task engages cognitive processes
• A task has a clearly defined communicative outcome

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Types of tasks:
• One-way tasks
• Two-way tasks

A one-way task is one where only one of the participants has all the information
which other group members do not have. The information must be passed on to
the other participants for the task to be completed. Not all the participants have the
same information so negotiation of meaning is the key. In two-way tasks there is more
interaction and negotiation and therefore potentially greater possibility of acquisition.
This is also known as information gap activity.
Some ideas:

Find Someone Who… Picture Pairwork Talking Into Drawing

• Students are given a list • Two students each have • An activity for pairs. One
that might be a list of: a picture of the same student has a picture
personal information, scene or image, but and must describe that
facts relating to a topic, each picture has several picture to their partner
opinions about a given (small) differences. who then makes a
topic. They then need The students need to drawing of what they are
to walk around the communicate to each being told. This activity
classroom asking each other in order to discover can be used to practice
other questions to find a these differences. Good the use of connectives
person that can answer a for learning and testing (first, then, next) and
specific item on the list. out new vocabulary and adjectives. This activity
for practising question can be connected to
sentences. The pictures subject content – for
can be related to specific example, describing a
subject content – for diagram or illustration in
example, landscapes in a science lesson.
Geography.

• Closed - Open tasks

Closed activities are ones for which students know there is a correct answer or small set
of answers which the teacher expects them to produce. Open activities are those for
which there is no one correct answer or answers; everyone can have their own opinion.

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• Planned - Unplanned tasks

In activities with planning, students are given time to decide what to say before they
interact with other members of their groups. In activities without planning, students
immediately interact.

3.3. The final task

A final task is the culmination of a set of lessons, and the main objective of our didactic
sequences. It breaks out of the classroom to reach the world beyond the classroom
walls. If the communication level of the task is to be achieved, the students must be
guided by intermediary tasks or exercises.
Examples:

Unit Level Final task

I check my 1st and 2nd grades of Primary Children will distinguish

effort (PE) Education their effort intensity: high,
moderate, low.

Recycling 3rd and 4th grades of Primary Children will create a craft
Education using recycled materials. A
poster will support the craft.

Shapes Each grade but with Investigation about shapes in

adaptations traffic signals.

The moon 5th and 6th grades of Primary. Create a video with the moon
1st and 2nd grades of phases.
Secondary Education

3.4. The role of language in didactic sequences

To work on the role of language, we will mention the language of learning and the
language for learning.

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The 3As tool operates in 3 stages and they are used with specific content.
Stage 1: Analyse content for the language of learning. The content focus for a period
should be defined. Once the content is defined it can be analysed for the language
needed in order for conceptual learning to take place. This means: identifying key
words (including specialised contextualised vocabulary) phrases, grammatical functions
for concept formation and comprehension. This is the language of learning.

Language of Learning
The What: Content
Students are likely to learn more if they are not simply
learning language for language’s sake, but using the language
to accomplish concrete tasks and learn new content.

Stage 2: Add to content language for learning → The focus is on the learner. Language
experiences are added to the lesson plan for specific attention which enable the learner
to operate effectively in a CLIL setting. This includes metacognitive or learner strategies,
classroom talk, discussion or task demands. Scaffolding will be important in this stage.
This is the language for learning.
Some tips to help you:
• Take a content text and analyse it for the language of learning and ask yourself
how would you prioritise language needs? What tasks can I design to learn and
remember the new language? (Stage 1)
• Now add the language for learning and take into account the classroom language
and tasks associated with the text. For example, if you want the students to
discuss issues or engage in group work, how can they do this well in a different
language?
Let’s see some examples:

Primary Education: Self-portraits

a. Language of learning:
TOPIC → Authors - Painters: artist, painter.
TOPIC → Face - Adjectives: vocabulary related to face (hair, eyes, nose, mouth,
ears, face, cheeks, eyebrows, freckles…). Adjectives (long, short, medium, curly,
straight, colours, big, small, round…).

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TOPIC → Primary and secondary colours: colours, primary, secondary, mix.

TOPIC → Your self-portrait: explain your self-portrait (scaffolding).

b. Language for learning:

TOPIC → Authors - Painters: complete the worksheet (scaffolding).
TOPIC → Face - Adjectives: language for describing a face (I’ve got...This is/are
my…) (scaffolding). Language for asking and answering questions about the face
(scaffolding).
TOPIC → Primary and secondary colours: language for asking and answering
questions about mixtures (scaffolding). Language for describing the mixture
made with different paints (scaffolding).
TOPIC → Your self-portrait: language for describing the self-portrait (scaffolding).

Secondary education: Geometry in my hometown

a. Language of learning:
TOPIC → Geometry: learning specific terminology.
TOPIC → Observing my hometown: describing elements and processes (present
tenses). The use of comparatives and superlatives.
TOPIC → Describing or explaining what I have seen: the language used in the
previous topic and the conditional form for expressing general rules.

b. Language for learning:

TOPIC → Geometry: note taking.
TOPIC → Observing my hometown: formulating questions, describing processes.
TOPIC → Describing or explaining what I have seen: stating opinions and giving
examples.

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4. Conclusion

It is important to take into account that CLIL is flexible and it is related to contextual
factors.
Lesson planning in CLIL programmes requires teachers to anticipate language problems
and help learners solve them as they proceed through the lesson. Once you accept that
you have to do it, it becomes easier. It is useful for subject teachers to collaborate with
language teachers and plan together, especially when they start out teaching in L2, and
to get early help with planning lessons. The more help they can get at this initial stage,
the easier it is, in time, to incorporate simple lesson-planning routines into normal CLIL
practice and fairly quickly to work independently with confidence.

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5. Tasks

There is only one task submission in each module. You will receive feedback on all the
tasks together. The mark for each module corresponds to the average of the different
tasks. In the case that modifications are needed, you will have another opportunity to
do them.
Remember: you have to work with the same document during the whole course and
you will complete it through the modules.
Module 1 has 4 tasks:

Task 1. Start your unit

Write the title, the area, the level and say why you are working with this unit.
In your document, write the name of your unit, the title, the area, the level and
the reasons why you are working with this unit.

Task 2. Teaching and learning objectives

In your document, write the teaching and learning objectives.

Task 3. Design a task and a final task

Design two tasks to include in your didactic planning. The tasks should be related
to the topic and the level of the students. Explain each task briefly and define the
main objective for the task.

Task 4. Language of learning and language for learning

In your document, add the language of learning and the language for learning
related to the topic.

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6. Learn some more…

» Andrews, S. (2007). Teacher Language Awareness. Cambridge: Cambridge University Press.

» Ball, P. and Lindsay, D. (2012). Language demands and support for English Medium
Instruction in tertiary education. In. A. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-
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Matters.

» Bertaux, P., Coonan, C. M., Frigols-Martín, M. J., & Mehisto, P. (2009). The CLIL teacher’s
competences grid. Common Constitution and Language Learning (CCLL) Comenius Network.

» Bhatia, V. K. (2002a). A generic view of academic discourse. En J. Flowerdew (Comp.),

Academic discourse (pp. 21-39). Harlow: Pearson Education.

» CLIL Cascade Network (2010). Talking the Future: Languages in Education 2010-2020. CCN
Foresight Think Tank Report: University of Jyvaskyla.

» Bullock, A. (1975). A language for life: report of the Committee of Inquiry appointed by the
Secretary of State for Education and Science under the chairmanship of Sir Alan Bullock.
London: HMSO.

» Coyle, D., Hood, P., Marsh, D. (2010). Content and Language Integrated Learning: Cambridge
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Clevedon, England: Multilingual Matters.

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Madrid: Richmond Publishing.

» Dalton-Puffer, C. (2011). Content and language integrated learning: from practice to

principles. Annual Review of Applied Linguistics, 31, 182-204.

» Doiz, A., Lasagabaster, D. & Sierra, J. M. (2012) (Eds.). English-Medium Instruction at Univer-
sities: Global Challenges. Bristol: Multilingual Matters.

» Durán-Martínez, R. & Beltrán-Llavador, F. (2016). A regional assessment of bilingual pro-

grammes in primary and secondary schools: The teachers’ views. Porta Linguarum 25, 79-92.

» Frigols M.J., Marsh D, Mephisto P., (2008). Uncovering CLIL, Oxford, Macmillan.
» Eurydice Network. (2006). Content and language integrated learning (CLIL) at school in
Europe. Brussels, Belgium: Eurydice.

» Eurydice Network. (2012). Key Data on Teaching Languages at School in Europe 2012.
Brussels, Belgium: Eurydice.

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» Fernández, R. & Halbach, A. (2011). Analysing the situation of teachers in the Madrid
autonomous community bilingual project. In Content and Foreign Language Integrated
Learning. Contributions to Multilingualism in European Contexts, Y. Ruiz de Zarobe, J. M.
Sierra, & F. Gallardo del Puerto (eds.), 103‐127. Frankfurt‐am‐Main: Peter Lang.

» Halbach, A. and Lázaro, A. (2015). La acreditación del nivel de lengua inglesa en las univer-
sidades españolas: Actualización 2015. Recuperado de <http://www.britishcouncil.es/sites/
britishcouncil.es /files/british-council-la-acreditacion-del-nivel-de-lengua-inglesa.pdf>.

» Johnson, M. (2012). Bilingual Degree Teacher’s Beliefs: A case study in a tertiary setting.
Pulso Revista de Educación 35, 49-74.

» Lasagabaster, D. and Ruiz de Zarobe, Y. (eds.) (2010). CLIL in Spain: Implementation, Results
and Teacher Training, Cambridge Scholars Library: Newcastle.

» Marsh, D. and Laitinen, J. (2005). Medium of instruction in European higher education:

Summary of research outcomes of European Network for Language Learning Amongst
Undergraduates (ENLU) Task Group 4. Jyväskylä: UniCOM, University of Jyväskylä Recuperado
de, http://web.fu-berlin.de/enlu/documents.htm]

» Martín del Pozo, M. A. (2013). Formación lingüística del profesorado universitario para la
docencia en inglés. Revista de Docencia Universitaria. REDU, 11(3), 197–218.

» Martín del Pozo, M.A. (2014). Aproximación lingüístico didáctica al discurso académico de la
clase magistral en la formación del profesorado en contextos universitarios bilingües. Tesis
doctoral. Universidad Complutense de Madrid.

» Martín del Pozo, M.A (2015). Teacher education for content and language integrated learning:
insights from a current European debate. Revista Electrónica Interuniversitaria de Formación
de Profesorado 18 (3), 153-168.

» Marsh, D. & J. Laitinen (2005). Medium of instruction in European higher education: Summary
of research outcomes of European Network for Language Learning Amongst Undergraduates
(ENLU) Task Group 4. Jyväskylä: UniCOM, University of Jyväskylä

» Marsh, D. (2000). Using languages to learn and learning to use languages. Eds. D. Marsh – G.
Langé. Finland: University of Jyväskylä.

» Mehisto, P., Frigols, M.-J., and Marsh, D. (2008). Uncovering CLIL: Content and Language
Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan

» Morton, T. (2012). Teachers’ knowledge about language and classroom interaction in Content
and language integrated learning. Doctoral Thesis. Universidad Autónoma de Madrid.

» Pavón, V., Ávila, J., Gallego, A. & Espejo, R. (2014): Strategic and organisational considerations
in planning content and language integrated learning: a study on the coordination between
content and language teachers, International Journal of Bilingual Education and Bilingualism,
DOI: 10.1080/13670050.2014.909774

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» Pérez-Cañado, M.L. (2012). CLIL research in Europe: past, present, future. International
Journal of Bilingual Education and Bilingualism 15(3), 315-341.

» Pérez Cañado, M. L. (2014). Teacher training needs for bilingual education: In-service
teacher perceptions. International Journal of Bilingual Education and Bilingualism. DOI:
0.1080/13670050.2014.980778.

» Pérez Cañado, M. L. (2016). Are teachers ready for CLIL? Evidence from a European study.
European Journal of Teacher Education. DOI: 10.1080/02619768.2016.1138104

» Van Lier, L. & D. Corson (eds.) (1997). Encyclopedia of language and education, vol. 6:
Knowledge about language. Amsterdam: Kluwer.

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