CTEP CLIL ONLINE Seminar No.3
March 7, 2024

School of Education
María D. Pérez Murillo, PhD“Teacher collaboration and Initial Teacher
Education for CLIL in Spain: an
Interdisciplinary Teaching Innovation Project”

スペイン

https://www.cia.gov/the-worldfactbook/countries/spain/summaries

A multilingual country
Galician language

カンタブリアアストゥリアスBasque language

バスク国

ガリシア

ナバラ
ラリオハ
カタルーニャカスティーリャ・レオン
アラゴン

マドリード

Castilian/Spanish
エストレマドゥーラ

バラレス島

カスティーリャ・ラ・マンチャ

バレンシア

ムルシア

Catalan/Valencian

アンダルシアカナリア諸島

セウタ
メリリャ

Source: https://transparencia.gob.es/transparencia/dam/jcr:c3d6aed9-0a0b-4183-915a-bbeeee696f27/Mapa-Espana-CCAA.png

Approximately 40% of the Spanish population live in bilingual areas(Lasagabaster and Huguet, 2007).

CLIL schools in Madrid (2022-2023)
Pre-CLIL Schools (MEFP/BC): 10(1996-97)

State Bilingual
Pre/Primaryschools: 404

State Bilingual
Secondary schools: 196399(2010-11)
French Language sections: 19
German language sections: 6(2004-05)

file:///C:/Users/mdper/OneDrive/Desktop/JCLIL%20ITE%20March%207/REFERENCES/Comunidad%20Biling%C3%BCe%2022-23.pdf

Bilingual Charter schools: 223(Charter schools funded by MEFP)State Vocational bilingual schools: 13Overview of presentation
1. Complutense University of Madrid (UCM):
International dimension
2. Training and developmement of English
Medium Instruction (EMI) teachers
3. An Interdisciplinary Teaching Innovation
Project
4. Concluding remarks

1. Complutense University of Madrid (UCM):
International dimension
UCM is the largest university in Spain with over 70.000 students
and more than 6.000 professors. It has two campuses in Madrid.
In 2007, the University Reform Law established the structure andorganisation of official Spanish university studies, to adapt them tothe European Higher Education Area (EHEA): https://ehea.info/
Following the implementation of this law the university started
offering Bilingual Bachelor’s Degrees (English/Spanish):Business Administration
Economics
Law & Business Administration
Economics & International Relations

Physics
Physics & Mathematics

Primary Education
Computer Engineering
Psychology
https://www.ucm.es/english/undergraduate

Bilingual Bachelor’s Degree in Primary Education(Entry requirements: B2 (CEFR)• Bilingual Primary Education Degree Programme
started in 2011-12.
 Years 1-4: more than 50% instruction in English by
English and Content specialists.
• A year later (2012-2013), a specialization module for
Foreign Language Major (Mención de inglés) was setup.
 Years 2-4: about 20% instruction in English, byEnglish specialists

2. Training and developmement of EMI
teachers at UCM• Top down Initiatives• Bottom up: Teaching Innovation Projects
INNOVATop down initiatives
The course is targeted at university
lecturers who teach through themedium of English and have noexperience in English-medium
instruction.
Dates: 6-24 May, 2024 (30 hours)

According to the “Plan para laInternacionalización de la Docencia”
the applicants need to certify a C1level in English and, preferably, becurrently teaching a subject inEnglish.

https://cfp.ucm.es/formacionprofesorado/communication-strategies-englishmedium-instruction-international-university-inter-com-2

Bottom-up: Teaching Innovation Projects (TIP)• Annual call (Vice-Rectorate for Quality)• Teaching Innovation Projects allow Faculty funding to
introduce innovation in the classroom, by working
collaboratively.
• At least four UCM members (Faculty, non-Faculty
members and students) and additional non-UCM
members.
• The team members can only participate in one Project.

3. An Interdisciplinary Teaching Innovation:“Initial Teacher Education for CLIL”
1. Interdisciplinaryteaching andlearning“Interdisciplinarity
has become more
central to knowledge.
It should not beperipheral to teachereducation” (Klein,2002, p. 201).

• Shared model(Cone, Werner & Cone,2009)

2. Teacher
collaboration“Teaching approaches
in different academic
subjects can varyconsiderably, and muchcan be gained throughstaff engaging inInterdisciplinary
cooperation”(Marsh, Pavón &Frigols,2013, p. 26)

Interdisciplinary Approaches(Cone, Werner & Cone, 2009, p. 13 )

TIP (2014-20): “Initial Teacher Education
for CLIL” (TOPICS)
Primary
2014 Years 3 & 4Social and civic
2017 competences

Multiple2015 Intelligences

2018

Genderawareness

Digital2016 competence

Cultural awareness2019 and expression

Key competences
for lifelong learning(European Union)

Revised and updated in May 2018https://kivinen.wordpress.com/2018/09/15/a-short-introduction-to-the-new-keycompetences-for-lifelong-learning/Project Aims

to develop collaboration across academic
disciplines through joint planning, decision-making
and reaching collective goals.

to grasp a fuller understanding of the CLIL
approach through the analysis and production ofdifferent cross-curricular resources andmaterials.

to team up with scholars from other institutions todevelop academic programs and joint research.
(Internationalizing Teaching and Learning)

“Cross-curricular teaching and learning relies onmaking links between two or more traditional
curriculum subjects in response to an authentic
experience, theme or question so that new learning
occurs in each subject”(Barnes, 2018, p. xiv)

Project Team
Research Methods
in Teacher Education
specialist

Art Education

CLIL
specialists

EducationalPsychology

Music

Teacher Educators(Instructors)
P.E.

EnglishDoctorate students

Deputy LibrarianEnglish-medium subjects & groups
involved in the Project at UCM/YCU
1st year:
EducationalPsychology
4th year:
Initial Teacher
Education forCLIL

ELT MODULE
YCU(2017)

PrimaryEducation
Degree Years
1 to 4

3rd year:
Art Education

2nd year:Music & PE

Teaching innovation
projects (2014-2020)
PIMCD 166/2014“Initial Teacher Education in curricular areas thatare taught through the medium of English: crosscurricular activities for Primary (Years 3 & 4)”•PIMCD 124/2015“Initial Teacher Education for CLIL: Crosscurricular activities to develop Multiple
Intelligences in the Primary classroom”•2014-2015

A fantasy tale

 Shared model: three subjects are integrated through a commom theme:

Arts & Crafts
EnglishPhoto-collage of the body
representation

Write a fantasy tale
FANTASY TALE

Physical Education
Body representation of thestory outline, using creative
movement

The Spinners, or The Fable of Arachne.
Diego Velázquez. 1655 – 1660
Prado Museum (Madrid-Spain)

Exploring visual and kinesthetic intelligences (Donovan & Pascale, 2022 )https://www.pinterest.com/pin/432345632955339840/

Task: Using the characters in thepicture, create a short story about
what is happening and act it out.

2015-2016

GROUP “THE SPINNERS”
 10 students
 Three subjects: Physical Education,
Art Education & English

INNOVA-DOCENCIA 10/2016“Initial Teacher Education for CLIL: A crosscurricular approach with ICT support”►INNOVA-DOCENCIA 13/2017“Developing social and civic competencesin Initial teacher education for CLIL: crosscurricular activities for the primary classroom”►

2017-2018”Quilts for Social Justice”(Music, P.E, Art Education& English)

Art Education

P.E. & MusicINNOVA-DOCENCIA 32/2018“Cross-curricular activities to develop
gender awareness in education”►INNOVA-DOCENCIA 47/2019“Cross-curricular activities to develop
children’s cultural awareness and expression”►2019-2020

Education for CLIL:
Year 4 students’sunit plans:
Project work was adopted for
its importance in CLIL, as
Salaberri & Sánchez (2012)
point out:
“The comparison between theculture supported by themother tongue and the foreign
language will lead to students
to relativize their beliefs, toreflect on the topics acquiredand expand their culturalhorizons” (p. 104)

(Adapted from Lauder, 2006)

2018-2019 Project (Part 1)
Educational Psychology:
Posters (Bronfenbrenner ‘s
Ecological Model)

Music: Debate about genderinequality and musicalcomposition project

As Disney films are always trying torepresent that princesses are weak andthey need a prince to rescue them andmake them happy, we wanted to transmit
an opposite message. We wrote theslogan “be your own prince” to showsociety that girls and women do not need
any prince to rescue them.

P.E.: Infographics ongender stereotypes
Foundations of Art
Education: A WIKI forSpanish women artists

2018-2019 Project (Part 2)
UCM/YCU activities• Students work in groups and are supported by their professors’
construct knowledge and understanding of the subject matter.
• Develop a CLIL lesson plan in groups: a set of cross-curricular
activities to develop awareness of gender and sexual diversity
in the CLIL classroom.
Initial Teacher
Education for CLIL:
Lesson plans based on
Picture books

ELT Module: CLIL lessonplan + Lesson Study

2018-2019 Project (Part 3)
Students’views
viewsononthe
theimpact
impactofofinterdisciplinaryinterdisciplinary
Students’teaching/learningininfour
fourdisciplines
disciplines
teaching/learninga. Satisfaction with interdisciplinary work
b. Understanding what interdisciplinaryteaching/learning isc. Intention of using interdisciplinary
work in the futured. Improving my teacher training throughinterdisciplinary activities
e. Better understanding of the subjects
f. Teacher collaboration has an positiveeffect on my trainingg. Understanding connection between
disciplines
TOTAL
Initial Teacher
Education for
CLIL (Bilingual)Initial Teacher Education for
CLIL (Foreign Language Major)

Educational
Art Education
Psychology
Physical Education

4. Concluding remarks• In this presentation, I have first described the courses
available at UCM to support EMI teaching.
• Then, I have focused on a transnational six-year project, thataddresses issues of interdisciplinary teaching/learning in
English-medium subjects and teacher collaboration at theSchool of Education (UCM).
• The project aimed to increase the content teachers’
confidence in using English in EMI classroom, together with
the need of training in language teaching (Cots, 2013,O’Dowd, 2018).

• Undertaking teaching innovation projects involve
increasing teachers’ workload, but we think that it wasworth the effort (Pérez Murillo, 2019).

• Interdisciplinary projects like these show traineeteachers how faculty can work together, so that they
implement these ideas when they finish their Degreeand become primary school teachers themselves.

••••••••••

ReferencesBarnes, J. (2018). Applying Cross-Curricular Approaches Creatively (Learning to Teach in thePrimary School Series). Routledge.
Cone, T.P., Werner, P., & Cone, S. (2009). Interdisciplinary Elementary Physical Education.
(2nd.ed.). Human Kinetics.
Donovan, L. & Pascale, L. ( 2022 ). Integrating the Arts Across the Content Areas. BeachShell
Education.
Klein, J.T. (Ed.). (2002). Interdisciplinary Education in K-12 and College: A Foundation for K-16Dialogue. The College Board.
Lasagabaster, D. & Huguet, A. (Eds.) (2007). Multilingualism in European Bilingual contexts.
Multilingual Matters.
Lauder, N. (2006). Projects across the curriculum(Junior English Timesavers). Scholastic.
Marsh, D., Pavón, V., & Frigols, M. J. (2013). The Higher Education Languages Landscape:Ensuring Quality in English Language Degree Programmes. Valencian International University.
O’Dowd, R. (2018). The training and accreditation of teachers for English medium instruction:
an overview of practice in European universities. International Journal of Bilingual Educationand Bilingualism, 21 (5), 553–563. DOI: 10.1080/13670050.2018.1491945
Obervy, L.Y., Post, B.C. & Newman, D. (2005). Interdisciplinary Learning Through Dance.
Human Kinetics.
Pérez Murillo M.D. (2019) The Internationalization of Spanish Higher Education: An
Interdisciplinary Approach to Initial Teacher Education for CLIL. In K.Tsuchiya & M.D.Pérez
Murillo (Eds).Content and Language Integrated Learning in Spanish and Japanese Contexts(pp.339-371). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-27443-6_14
Salaberry, R. & Sánchez, M. (2012). CLIL Lesson Planning. In J. de D. Martínez Agudo (Ed.),
Teaching and Learning English trough Bilingual Education. Cambridge Scholars Publishing.

Contact address
perezmur@edu.ucm.es
Eskerrik asko

ありがとうございます

Gràcies

Graciñas¡Gracias!
Thank you!