[en] Content and Language Integrated Learning (CLIL) is a cutting-edge topic of research, since its comparison in the '90s, with the aim to foster European multilingualism. In order to widen FLs' exposure of students, it should be implemented, in Secondary schools, mainly by non-linguistic subject teachers, alone or in team with FLs colleagues. History offers many affordances for the adoption of CLIL, which the literature shows enhanced by ICTs, so this is the most involved subject within European CLIL implementations, although these are not as widespread as wished. Indeed, the same definition of CLIL, whether related only to multilingualism, is neither clear, because of its recognised complexity, nor appealing for disciplinary teachers, because it is not focused on the results of its education. Consequently, this thesis, through systematic literature reviews, defines CLIL pedagogically, as an open and meaningful environment for participatory teaching and learning, able to change the mainstream schooling, then focuses on CLIL teacher training, so as to detect lacks and good practices, in particular from the stakeholders, in order to highlight suggestions and their related advantages in filling those lacks. The theoretical part is concluded by reviewing the literature about CLIL related to pedagogies, linguistic approaches and integrated methodologies, so as to answer to lacks in this field for training, and evidencing the importance of the adoption of ICT for it. Finally, after a critical participatory action-research involving three schools in Italy, two models for History implementations by means of CLIL and ICTs have been built, including two general design of them for single teachers or in teaching team, a grid for observation, useful for their implementations as well, and the related lesson plan.

[es] El Aprendizaje Integrado de Contenido y Lengua Extranjera (AICLE) es un tópico de investigación de vanguardia, desde su aparición en los 90, a fin de fomentar el multilingüismo europeo. Para ampliar la exposición del alumnado de LE, debería implementarse, en los institutos, principalmente con profesorado de asignaturas no lingüísticas, solos o en equipo con sus colegas de LE. La asignatura de Historia ofrece muchas posibilidades para la adopción del AICLE, que la literatura sugiere enriquecido con TIC, por lo que es un tópico muy abordado en el AICLE europeo, sin duda no tan extendido como se desea. De hecho, la propia definición de AICLE, incluso abordada en exclusiva desde una perspectiva ligada al multilingüismo, no es clara ni resulta atractiva para los profesores disciplinares, porque no se centra en los resultados de su área. En estas coordenadas, esta tesis define a AICLE desde el punto de vista pedagógico como un entorno abierto y significativo para la enseñanza y el aprendizaje participativos, que propicia el cambio educativo general; y luego se enfoca en el entrenamiento de profesores de AICLE, para detectar carencias y buenas prácticas, en particular de las partes interesadas, con el fin de resaltar sugerencias y ventajas en relación con esas carencias. La parte teórica se concluye por medio de la revisión de la literatura sobre CLIL en relación con pedagogías, enfoques lingüísticos y metodologías integradas, para responder a las carencias en este campo para la formación, y evidenciando, para ello, la importancia de la adopción de las TIC. Finalmente, después de una investigación-acción participativa crítica que ha involucrado a tres escuelas en Italia, se ofrecen dos modelos para implementaciones de Historia a través de AICLE y TIC para profesores individuales y en equipo docente, una tabla de observación, y el plan de lección correspondiente.