Applying CLIL in real-life contexts through Service-Learning

FACULTAD DE EDUCACIÓN -CENTRO DE FORMACIÓN DEL PROFESORADOGrado en Maestro en Educación Primaria Trabajo Fin de Grado APPLYING CLIL IN REAL-LIFE CONTEXTS THROUGH SERVICE-LEARNING La aplicación del CLIL en contextos reales a través del Aprendizaje-Servicio Student: Alicia Hernández García Tutor: María Córdoba Gómez Madrid, June 2024 Edición 2023/2024 Alicia Hernández García Table of contents RESUMEN................................................................................................................................4 ABSTRACT........................................................................................................................................4 PALABRAS CLAVE............................................................................................................................. 4 KEY WORDS..................................................................................................................................... 4 1. INTRODUCTION.................................................................................................................. 5 2. OBJECTIVES OF THE DISSERTATION............................................................................................... 7 2.1. General Objectives.................................................................................................... 7 2.2. Specific Objectives.............................................................................................................. 7 3. THEORETICAL FRAMEWORK........................................................................................... 7 3.1. CLIL Approach........................................................................................................... 9 3.1.1. CLIL definition and its relevance in Europe.........................................................9 3.1.2. Characteristics of CLIL and its application in the Spanish educational system 10 3.1.3. The 4cs Framework and the Language Triptych...............................................12 3.1.4. Benefits of CLIL.................................................................................................15 3.1.5. Shortcomings of CLIL........................................................................................17 3.2. Service-Learning Methodology.............................................................................. 22 3.2.1. The origins of Service-Learning: historical background.................................... 22 3.2.2. Definition and characteristics of Service-Learning............................................25 3.2.3. Benefits of Service-Learning.............................................................................30 3.3. Integration of Service-Learning into the CLIL approach......................................31 3.3.1. Concrete methodology......................................................................................32 3.3.2. Purpose for learning content and language...................................................... 33 3.3.3. Application of content to real-life situations.......................................................34 3.3.4. Student-centred learning...................................................................................35 3.3.5. Quality of interactions........................................................................................36 3.3.6. Development of competences...........................................................................36 3.3.7.Conclusion on the benefits of integrating CLIL into SL...................................... 37 4. EDUCATIONAL PROPOSAL.............................................................................................38 4.1. Introduction................................................................................................................ 38 4.2. Project Objectives......................................................................................................40 4.3. Competences.............................................................................................................41 4.4. Contents.....................................................................................................................43 4.5. Methodology.............................................................................................................. 44 4.6. Activities.....................................................................................................................45 4.6.1. Phase 1: Identification and awareness of the problem..................................... 46 4.6.2. Phase 2: Selection of content........................................................................... 48 4.6.3. Phase 3: Solution proposals............................................................................. 55 4.6.4. Phase 4: Problem resolution and assessment of the results............................ 57 5. CRITICAL REFLECTION.................................................................................................................59 5.1. Level of fulfilment of the objectives and competences....................................... 59 5.2. Limitations of the study and future directions......................................................60 5.3. Conclusions and personal reflection.....................................................................61 5.4. Linking of the degree competencies within the dissertation.............................. 63 2 de 100 Applying CLIL in real-life contexts through Service-Learning 6. REFERENCES............................................................................................................................... 65 7. INDICES............................................................................................................................. 77 7.1. Table index................................................................................................................77 7.2. Figure index..............................................................................................................77 8. APPENDICES.....................................................................................................................78 8.1. Appendix 1: Lesson plan and integration of the CLIL elements.........................78 8.2. Appendix 2: Investigation of the recycling situation in the school.................... 87 8.3. Appendix 3: Teacher’s guide on questions to guide the initial reflection process............................................................................................................................ 89 8.4. Appendix 4: Students’ initial assessment to determine content selection........90 8.5. Appendix 5: Vocabulary flashcards examples......................................................91 8.6. Appendix 6: Teacher’s guide to conduct the reflection process of the experiment.......................................................................................................................93 8.7. Appendix 7: Teacher’s guide to promote critical analysis of recycling advertisements................................................................................................................94 8.8. Appendix 8: Teacher self-evaluation......................................................................95 8.9. Appendix 9: Teacher evaluation of students’ solution proposals.......................97 8.10. Appendix 10: Evaluation of the project’s impact on the community................98 8.11. Appendix 11: Students quantitative and qualitative evaluation........................ 99 3 de 100 Alicia Hernández García RESUMEN El AICLE es el enfoque por excelencia empleado en los colegios bilingües españoles para la enseñanza integrada de lengua extranjera y contenido curricular. Pese a su intención de promover el desarrollo de ciudadanos competentes en materia lingüística, siguiendo las directrices europeas, este objetivo no es logrado debido a la ausencia de oportunidades para usar la lengua extranjera en contextos reales. Si bien es cierto que este enfoque cuenta con numerosos beneficios, estos no son totalmente explotados debido a la falta de metodologías que describan cómo sus principios deben ser puestos en práctica. Por este motivo, el AICLE se ve beneficiado al integrarse en la metodología Aprendizaje-Servicio, pues los estudiantes aprenden de manera significativa al usar la lengua extranjera para resolver problemas comunitarios mediante la aplicación práctica de contenidos académicos. A su vez, durante este proceso, desarrollan competencias y valores, a través de la colaboración con sus compañeros y con los miembros de la comunidad. Finalmente, se incluye en este trabajo un proyecto integrado de AICLE y ApS que ofrece pautas sobre su aplicación práctica en las aulas bilingües de Educación Primaria. ABSTRACT CLIL is the approach by excellence used in Spanish bilingual schools for the integrated teaching of foreign language and curricular content. Despite its intention to promote the development of competent multilingual citizens, following European guidelines, this objective is not achieved due to the absence of opportunities to use the target language in real-life contexts. Although this approach has many benefits, these are not fully exploited due to the lack of methodologies that describe how its principles are to be put into practice. For this reason, CLIL benefits from being integrated into the Service-Learning methodology, as students learn in a meaningful way by using the foreign language to solve community problems through the practical application of academic content. In turn, during this process, they develop competences and values through collaboration with their peers and community members. Finally, this work includes an integrated CLIL and SL project which offers guidelines on its practical application in bilingual classrooms in primary education. PALABRAS CLAVE Competencia plurilingüe, aprendizaje significativo, enseñanza del inglés, metodología activa, uso real de la lengua. KEY WORDS Plurilingual competence, meaningful learning, English teaching, active methodology, real use of the language. 4 de 100 Applying CLIL in real-life contexts through Service-Learning 1. INTRODUCTION Globalisation, evidenced by increased international interactions at commercial, political and cultural levels, has significantly raised dialogue between countries. This has triggered a demand for individuals who are proficient in several languages (Vallance, 2015). Consequently, European education policies have placed special emphasis on foreign language learning to ensure effective international communication and prepare citizens to function in the global marketplace. An example of these efforts is the Action Plan for Language Learning designed by the European Commission in 2002, which posits the need for European citizens to be proficient in their mother tongue plus two foreign languages (Council of the European Union, 2002). In order to meet this need, the CLIL (Content and Language Integrated Learning) approach, which consists of teaching curricular content through a foreign language, was introduced in the European educational context in the 1990s (Coyle et al., 2010; Bower et al., 2020). It was presented as an interesting educational option since, by integrating content and foreign language, simultaneous learning of both could be achieved (Baker & Wright, 2017). However, despite the fact that 40.9% of bilingual teaching is already carried out through the CLIL approach in Spain (La Moncloa, 2023), the results obtained in external tests such as PISA continue to be below average (OECD, 2023). This could be attributed to the fact that because the approach is so general and broad and there is no concrete methodology, it is open to numerous interpretations, which may result in hindering its theoretical and practical usefulness when implemented (Cenoz et al., 2013). Therefore, could this approach be incorporated into an existing methodological framework to ensure the proper application of CLIL? On the other hand, the author of this undergraduate dissertation has witnessed during her internships in bilingual schools in the Community of Madrid that the application of the CLIL approach tends not provide opportunities for learners to use the foreign language in real contexts. This, together with the predominant use of textbooks designed for non-native speakers, reduces the quality of interactions with the language by reflecting artificial and unrealistic dialogues (Gilmore, 2004). Is there a way to combine this approach with another methodology to increase the quality of language interactions by using it in real-life situations? Furthermore, the reality that surrounds us is increasingly complex, and challenges are arising that force us to adapt to new situations (De la Cerda et al., 2010). This calls for the need to train active citizens who know how to apply knowledge in different contexts to solve problems and thus respond to the great challenges of the 21st century. Indeed, this idea that students must be able to deal with social challenges is reflected in both the Real Decreto 157/2022 and Decreto 61/2022, which explains the competence approach of the Spanish educational curriculum. In other words, we are experiencing a shift from the “what students know” of rote 5 de 100 Alicia Hernández García learning to “what students can do”. However, the author has also noted that the application of CLIL at school does not usually provide opportunities for pupils to apply curricular content in everyday situations. This prevents the development of competences, because as it is applied knowledge, it needs spaces for application (Batlle, 2010). Therefore, young people tend to see school as remote from real life (Erickson & Anderson, 1997), as they do not see the usefulness of the knowledge acquired at school outside this context. Hence, another question that emerges from this observation is whether there is a way to promote the application of curricular content in real-life situations through CLIL. After getting acquainted with Service-Learning in the subject Theory of Education, offered in the Primary Education Teacher Degree, this author considered that this innovative methodology would be useful in addressing the deficiencies derived from an incorrect application of CLIL. This methodology combines the simultaneous learning of content, values and competences with the performance of services to the community (Puig, 2010). In fact, Service-Learning aims to give knowledge a social purpose since students need to apply what is learned at school to solve community problems, leading to the development of competences. Thus, the main motivation for the selection of this topic has been to explore how the combination of the CLIL approach and the Service-Learning methodology can enrich the educational process in bilingual primary contexts. This paper aims to address the integration of CLIL in Service-Learning practices to encourage the use of the foreign language and the application of curricular content in real-life situations, as well as the development of active social awareness of learners. The interest in studying such integration also stems from the fact that it can respond to the aforementioned European education policies which emphasise the need to train competent multilingual citizens who are able to apply knowledge to a variety of situations in order to solve social problems. For this purpose, a theoretical framework which analyses CLIL and Service-Learning individually to describe how the two could be combined and the benefits of doing so is provided. These ideas will be illustrated in a practical way through the design of an integrated project in which students will have to solve waste mismanagement in their school, for which they will need to master curricular content from various disciplines via the foreign language. Finally, a critical reflection is presented in order to analyse the level of attainment of the objectives and competences of the dissertation and the degree, limitations of the study and future directions, and the main conclusions drawn from this paper. 6 de 100 Applying CLIL in real-life contexts through Service-Learning 2. OBJECTIVES OF THE DISSERTATION 2.1. General Objectives A. To summarise and integrate the contents which reflect the competences acquired in the Primary Education Teaching Degree. B. To apply the content and pedagogical learning strategies to different areas of knowledge. C. To develop reflective (argumentative), critical (analytic and synthetic) and scientific (documented and terminologically accurate) thinking skills. D. To develop a project which is at university education level. E. To develop skills and techniques for appropriate oral and written communication. F. To use ICT (Information and Communication Technologies) relevant to the teaching profession. (Facultad de Educación de la Universidad Complutense de Madrid, 2024, p. 14) 2.2. Specific Objectives a) To identify Service-Learning as a methodology that enhances the benefits of CLIL. b) To analyse the CLIL approach and Service-Learning methodology individually to identify commonalities and establish how they could benefit each other. c) To examine why it would be beneficial for students to engage in real problems in which they have the opportunity to use the foreign language. d) To describe the benefits of the application of curricular content to real-life situations. e) To show how CLIL and Service-Learning could be combined to offer real and meaningful learnings in which students play an active role. f) To propose an interdisciplinary learning situation in which the CLIL approach is applied through a Service-Learning project. g) To develop a proposal that shows how the combination of CLIL and Service-Learning fosters most of the competences set out in the Decreto 61/2022. 7 de 100 Alicia Hernández García 3. THEORETICAL FRAMEWORK Globalisation is undoubtedly changing the way in which different societies relate to each other and, according to theorists such as Vallance (2015), this results in an increased demand for proficient individuals in several languages. Although measures to implement language learning vary between European countries, they all share the desire to achieve the best results in the shortest span of time, especially since the emergence of global comparative rankings such as the Programme for International Student Assessment (PISA), promoted by the Organisation for Economic Cooperation and Development (OECD), as noted by Coyle et al. (2010). Currently, one of the most researched approaches to bilingual teaching is Content and Language Integrated Learning (CLIL). Given its numerous benefits, it has become one of the most widely used approaches throughout Europe. In fact, CLIL programmes have been implemented in all European countries with the exception of Greece, Bosnia, Herzegovina, Iceland and Türkiye (Eurydice, 2023). The most extended type of CLIL programme, which is used in 29 of the 34 countries with a CLIL approach, consists of teaching some subjects in the native language and other subjects in the foreign language (Eurydice, 2023). However, although this approach contributes to the development of the multilingual competence longed for in the 2002 Action Plan, its application in the classroom also presents shortcomings because real language use is not reflected. The main resource for implementing this approach continues to be textbooks and, as they are specifically designed for non-native speakers, the dialogues that are presented are artificial and unrealistic taking into account the standards of linguistic use (Gilmore, 2004; Widdowson, 1998). This, together with the lack of opportunities for learners to use the foreign language in real contexts, reduces the quality of interactions with the language. Therefore, in order to contribute to the development of competent multilingual citizens, it is necessary to involve learners in real-life situations in which they have the opportunity to use the target language in meaningful ways. Thus, CLIL could benefit from methodologies such as Service-Learning, in which students not only use the foreign language in real-life contexts, but also play an active role in tackling social problems. In this theoretical framework, the most widespread current approach to bilingual teaching in Europe (CLIL) and an innovative active methodology (Service-Learning) will be analysed in order to justify the subsequent educational proposal. Firstly, section 3.1. explores the origins of CLIL in Europe, its essence and its characteristics in order to identify possible shortcomings in the authentic use of language. Secondly, section 3.2. addresses the characteristics and elements of Service-Learning, with special focus on the active role of learners, the application of curricular content to solve real community problems and the 8 de 100 Applying CLIL in real-life contexts through Service-Learning development of competences and values. Lastly, section 3.3. argues how the CLIL approach could be combined with Service-Learning to maximise the effects of both, as well as to provide meaningful learning experiences in which learners use the target language in real-life situations. 3.1. CLIL Approach 3.1.1. CLIL definition and its relevance in Europe The Action Plan for Language Learning designed by the European Commission in 2002 placed particular emphasis on the need for European citizens to be proficient in at least two foreign languages in addition to their mother tongue (Council of the European Union, 2002). The aim of this measure was to promote European mobility, social cohesion, intercultural dialogue and economic development, as well as to protect the continent’s linguistic diversity in order to maintain its cultural heritage (Baetens, 2011; Salaberri & Sánchez, 2012). In this context, the promotion of foreign language learning became a vital goal for European governments to strive for. In order to achieve this purpose and to build a multilingual Europe, bilingual education has been progressively implemented over the last two decades throughout the continent. One of the major influences on the development of European bilingual programmes was the Canadian Immersion, which, despite efforts, was difficult to translate to European education (Ruiz, 2010). Consequently, the CLIL approach emerged in the 1990s as an European alternative to immersion programmes with the aim of developing foreign language competence across diverse sectors of the society in a short span of time (Bower et al., 2020; Otto & Cortina-Pérez, 2023; Escobar Urmeneta, 2019). It is worthwhile noting that while the focus of Canadian immersion is to achieve native or near-native proficiency in the target language, especially in receptive skills, the aim of CLIL is more pragmatic, as it tries to achieve functional proficiency in both receptive and productive skills (Baetens, 2011). Since CLIL programmes have the potential to develop competent citizens who can function in several languages, this approach was highlighted in the European Commission's Action Plan of 2004 as making important contributions to the European Union’s language learning objectives (European Commission, 2003). The CLIL approach, which was coined by David Marsh, stands for “Content and Language Integrated Learning”. According to Coyle et al. (2010), it is “a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language” (p. 1). Therefore, it is an umbrella term that refers to any kind of education in which a foreign language is used to teach non-linguistic contents (Otto & Cortina-Pérez, 2023). 9 de 100 Alicia Hernández García pupils are also taught curricular subjects through the target language, the time they are in contact with the language is doubled. It can hence be stated that CLIL increases the number of contact hours with the target language. On the other hand, in addition to increasing exposure to the language, this approach also boosts the quality of interactions with it. Coyle et al. (2010) emphasise that authenticity is key for successful learning. Thus, building upon this concept, communication in CLIL lessons is authentic and meaningful because there is a purpose for using the target language: to convey subject-matter issues. Several authors have pointed out that the authenticity of CLIL, rather than being found in the use of material created for native-speakers of the language, lies in the purpose or reasons for which the language is used (Pinner, 2013; Dalton-Puffer, 2007). That is, the need to use that language to engage in the class is what makes those interactions meaningful, leading to authentic communication. In addition, considering Gardner’s (2000) theory of motivation, an essential element of motivation is the desire to learn the language. Thus, based on the idea set out in the previous paragraph, learners are motivated because they truly feel that they need to use the target language to cope in the classroom. In this way, not only language learning is facilitated, but also the students’ commitment to learning the language increases. Moreover, according to CLIL principles, thanks to this “language using”, they learn the target language unconsciously (Renau & Mas Martí, 2018). In fact, several scholars support this idea, such as Krashen (1982), who notes that grammar rules do not need to be explicitly taught since they can be acquired subconsciously through exposure to the language. According to Krashen’s comprehensible input theory (1982), we acquire the language when we understand language that contains structures that are slightly beyond our current competence. This “understanding” refers to the learners being focused on the meaning of the message, rather than on the form. Even at the lower levels of Primary Education, pupils will understand what their teacher means, even if they do not understand all the words used or the grammatical rules involved. Similarly, when communicating content-related issues, students will concentrate only on the meaning of the message and not on the form, fostering communicative competence and the use of language for pragmatic purposes. Thus, as the target language is not the object, but the means of conveying content matter (Breeze et al., 2014), the pressure to use the language correctly is greatly reduced. This has a positive influence on language acquisition because, as Gardner (2000) points out, the attitudes learners show towards language learning context influences language acquisition because of the emotional associations students make. Krashen (1982) believes that language can be understood even if it is above one’s own level because we use context clues and extra-linguistic information to decode it. This is precisely 16 de 100 Applying CLIL in real-life contexts through Service-Learning what happens in the CLIL approach, as the target language is contextualised through the content. That is, as language is learned in relation to the content of specific academic disciplines, there is contextual support to draw on in order to understand that language which is beyond one’s ability. Unlike materials used in traditional foreign language lessons, which highlight specific aspects of the language in isolation, materials in CLIL are more about communicating a message about the content (Gilmore, 2007). Therefore, if the content is about mammals, all the language used will be related to it. This will significantly facilitate the comprehension of the language, as it is learnt within the context of that specific topic. For all the above reasons, CLIL has numerous benefits in terms of simultaneous learning of a foreign language and curricular content, doubling the amount of contact hours with the target language, as well as increasing the quality of interactions with it. However, thorough planning is required in order to put these principles into practice, which tends not to be the case in teaching practice. Consequently, the objectives of CLIL, such as the development of communicative competence or the pragmatic use of language, tend not to be realised. 3.1.5. Shortcomings of CLIL According to the principles governing CLIL, this approach has many benefits, as examined above. However, in this section, the “Six Quality Criteria for successful CLIL lessons”, developed by Oliver Meyer (2010), will be used as a reference to check whether these criteria are actually met in practice. In this way, the shortcomings of this approach will be reviewed so that improvements can be proposed. The first criterion Meyer (2010) sets out for CLIL to be of quality is the presence of rich input, and specifies that for it to be rich it must be authentic, meaningful and challenging. If we define “authentic” as the use of materials that have been created in the target language for individuals belonging to that culture (Pinsonneault, 2014), the resources used in CLIL tend not to be authentic. Since in most programmes textbooks are designed for foreign language learners, and no materials created for native speakers of the language are used, the language usage they reflect is artificial. The reason for this is that they do not show real and pragmatic use of language according to normal standards of language use (Widdowson, 1998). If motivation is crucial for successful language learning (Bower et al., 2020), the materials used need to be meaningful to learners. Coyle et al. (2010) believe that in many countries the coursebook is still the determinant of classroom practice, but that it is not the case in CLIL. Nevertheless, the reality is far from what these authors suggest, as in the current Spanish education system, children continue to use the textbook for integrated language and content learning. It is difficult for students to find the content presented in a textbook meaningful if it 17 de 100 Alicia Hernández García does not connect with their lives. Thus, if pupils cannot relate what they learn to real life, they see what they learn as redundant (Widdowson, 1998). In other words, if they do not feel they need to learn the language because they see no real use for it, they will not learn it since the desire to learn a language is essential to language development (Gardner, 2000). This situation is worsened in younger learners, as egocentrism still predominates in the pre-operational stages or at the beginning of the concrete operational stage, according to the developmental theory of Piaget (1975). Therefore, teachers must link both language and content to the real world (Renau & Mas Martí, 2018), especially to what directly affects students, so they find what they learn useful and meaningful. Indeed, there are scholars, such as Widdowson (1998), who argue that language can only be authentic and meaningful if it is embedded within a particular discourse community. The presence of challenging input can be linked to Meyer’s second criterion: “scaffolding learning” (Meyer, 2010). This concept is based on Vygotsky’s theory of the Zone of Proximal Development (ZPD). According to Vygotsky (1978), the zone of proximal development is the distance between the child’s current level of development, which is the level at which the child can solve tasks independently, and the level of potential development at which the infant can complete tasks with the assistance of an adult or a more capable peer. Based on this idea, Wood et al. (1976) define scaffolding as the means by which an expert helps someone less expert to carry out a task that would be beyond his own capability. In this process, the adult or more capable person simplifies the task into subtasks, so that the novice would perfect first those tasks that are within his range of ability. Gradually, the expert promotes the novice’s autonomy by allowing him to perform the tasks on his own. In this way, the learner develops the necessary skills faster than if he had to complete the tasks without any assistance (Wood et al., 1976). Building upon these concepts, CLIL meets the criterion taking into account the principles that govern it. The teacher, taking the content as the starting point, presents the grammatical structures and vocabulary that students need to engage in the lessons. Furthermore, there are tasks that are challenging and which require HOTS, for which they are simplified into simpler ones. Consequently, learners refine the simpler cognitive and linguistic skills and, with the help of the teacher, move towards the more demanding ones. The aim of this process is for students to be trained to think for themselves and perform tasks independently that are useful for their lives (Renau & Mas Martí, 2018). However, in the Spanish education system there is a tendency for students to passively acquire information, which prevents the development of HOTS and the skills needed to cope with a globalised world. Young learners do not need a knowledge base that is continually growing, but rather they need to know how to use it in real life and, for this, it is necessary to promote active student learning (Coyle et al., 2010; Cummins, 2005). 18 de 100 Applying CLIL in real-life contexts through Service-Learning The third criterion pointed out by Meyer (2010) is “rich interaction and pushed output”. Given that interaction in the CLIL classroom is essential for language acquisition (Coyle et al., 2010; Escobar Urmeneta, 2019), CLIL educators should not talk much because learners are not prepared to learn this way (Renau & Mas Martí, 2018). Nevertheless, the reality is far from this, as there is still a predominance of a teacher-centred approach in the teaching-learning process. This could explain why the level of multilingual competence in Spain remains low. Coyle et al. (2010) are aware that today’s classroom interactions consist mainly of the teacher asking questions, the students responding, and the teacher’s affirmation or rejection. They emphasise that this type of exchange severely limits communication. Several authors stress the importance of social interaction in language acquisition, such as Salaberri & Sánchez (2012), Renau & Mas Martí (2018) and Bajtín (1975). The latter, in his theory of dialogue, argues that language is a social phenomenon because linguistic communication consists of a dialogue in which meanings are exchanged. Therefore, a change of mindset is needed in terms of CLIL teaching techniques. Otherwise, learner output will be severely limited. Instead of promoting a passive role in which learners are merely recipients of information, it is pivotal to plan sessions in such a way that they play an active role and are given opportunities to interact with their peers, using the target language in genuine and meaningful ways. The fourth principle for CLIL to be successful is to introduce the intercultural dimension to prepare students to be active agents in an increasingly globalised world. Therefore, in addition to knowing how to communicate content in the target language, they must also be sensitive to cultural codes, values and beliefs, so that they are aware that other cultures see things differently (Meyer, 2010). Nonetheless, according to Meyer, comparative studies of various textbooks used in CLIL programmes suggest that the intercultural dimension is not yet exploited to achieve this goal (2010). In fact, it is often the case that the only opportunity students have to learn about target culture is on concrete festivities, such as St. Patrick’s Day. Such a superficial approach to other cultures hardly contributes to the development of intercultural competence in which students are exposed to the codes of conduct or customs of other cultures. Moreover, this objective is hampered by the fact that the language shown in the coursebooks, being created specifically for foreign language learners, is artificial and does not show the real language that would be used by native speakers. The fifth criterion concerns organising the lessons in such a way that they call upon high-order thinking skills (HOTS). In Meyer’s words, effective learning calls for the creation of “environments in which learners are engaged, challenged and saturated with diverse types of thinking” (2010, p. 21). To this end, it is essential to abandon the traditional teaching approach in which the teacher assumes a predominantly directed role and, in this way, to 19 de 100 Alicia Hernández García encourage active participation of students in constructing their own knowledge. For this purpose, use can be made of Anderson and Krathwohl’s (2001) taxonomy, in which learners can be guided through scaffolding to move from basic cognitive skills to more complex ones. The last principle required for a CLIL session to be effective is that it should be based on “sustainable learning”. According to Meyer (2010), students need to acquire active learning that becomes deeply rooted in their long-term memory, so that they can retrieve it and apply it in real-life situations to solve problems. In fact, rather than thinking about the content of the lesson or the language being learned, teachers should think through can-do descriptors about what they want their students to be able to do after the lesson (Escobar Urmeneta, 2019). Nevertheless, rather than promoting the development of competences so that students know “how to act” with the knowledge they have acquired, there is a tendency to encourage a passive acquisition of content, without pupils being able to relate it to real life. Consequently, they cannot find any use in what they learn beyond the classroom. For all this, this principle tends not to be fulfilled in teaching practice. A summary of the six principles outlined by Meyer (2010) for testing whether a CLIL lesson is successful can be seen in Table 1. Table 1 Six Quality Criteria for successful CLIL lessons Number of criterion Characteristics Criterion nº 1 Rich input (authentic, meaningful and challenging) Criterion nº 2 Scaffolding learning Criterion nº 3 Rich interaction and pushed output Criterion nº 4 Adding the intercultural dimension Criterion nº 5 Make it High-Order Thinking Skills Criterion nº 6 Sustainable learning Table created by the author and based on the quality principles proposed by Oliver Meyer (2010) After having identified certain deficiencies and possible improvements of CLIL based on Meyer’s criteria, the author will end this section by pointing out briefly other shortcomings of the CLIL approach that have been identified by other scholars and/or studies. To begin with, it would be pertinent to ask whether the integration that is at the heart of CLIL really takes place. Baetens (2011) believes that in practice teachers fail to integrate language and 20 de 100 Applying CLIL in real-life contexts through Service-Learning content in a meaningful, useful and productive way because, given the pressures in the education system, it is difficult to integrate aspects that used to belong to different curriculum areas (Breeze et al., 2014). Thus, at least in CLIL programmes in Spain, there is an excessive focus on the target language to the detriment of the content or vice versa, with no room for the potential simultaneous learning of both. As a result, assessment also tends to focus on one aspect or the other, rather than on both (Breeze et al., 2014). Scholars such as Ahern (2014), point out that stakeholders are concerned that the use of a foreign language as a means of learning content makes it less comprehensible than if it were taught through the mother tongue. This could be a reason why teachers choose to focus on content teaching rather than on language teaching, for example. Indeed, numerous studies suggest that CLIL educators see themselves as subject teachers rather than language teachers, or that they are subject specialists without formal qualifications in the target language (Villabona & Cenoz, 2022; Klewitz, 2019). Thus, the attitudes held by educators have a decisive influence on their teaching practice, as they are not really implementing the CLIL approach. As they tend to see themselves as either content or language professionals, they are teaching only one of these disciplines using traditional methods (Renau & Mas Martí, 2018), instead of teaching both in an integrated way following the principles that govern this approach. Lastly, it is worthwhile noting that although CLIL increases contact hours with the target language compared to traditional foreign language lessons, this may still be insufficient time to develop satisfactory language proficiency. It is noteworthy that in the Spanish education system, the teaching of content in the target language comprises between 10-50% of the total (Baker, 2017). Therefore, if some schools settle for the minimum time set by law for integrated content and language teaching, they are unlikely to reach the threshold level necessary to develop effective communication (Escobar Urmeneta, 2019). Moreover, given that language teaching focuses more on teaching about language than on using it for pragmatic purposes (Halbach, 2014), the development of the much sought-after communicative competence set out in the law is far from being achieved by these means. For all of the above reasons, we can conclude that the shortcomings of CLIL, rather than being found in the approach itself, arise from a lack of appropriate resources and a methodology that follows these principles. Besides, there is a deficiency of teacher preparation which makes them incompetent in putting this approach into practice, leading to a failure to reach the full inherent potential of CLIL. In other words, although CLIL has significant linguistic and curricular benefits, a review of the techniques used to put this approach into practice is necessary if successful learning is to be promoted. 21 de 100 Alicia Hernández García 3.2. Service-Learning Methodology The 21st century is labelled as the information age (Palmero, 2008), since it is characterised by an enormous amount of content that must be acquired incessantly. However, it is common for young people to regard school as remote from real life (Erickson & Anderson, 1997), as the knowledge they acquire at school has little to do with their life outside the classroom. In other words, there is a lack of connection between school and the world outside it. In fact, Ausubel (1976) already noted the impossibility of school knowledge to satisfy the needs of everyday life. For this reason, current education systems are calling for meaningful methodologies that facilitate not only the retention of information, but especially its application to solve real problems in order to respond to the great challenges of the 21st century. On the other hand, in the last few decades there has been a growing concern for education in values and citizenship, given the excessive emphasis on individualism to the detriment of the collective interest. As a result, there are authors who argue that the prime task of education is to make citizens in order to favour the flourishing of democratic societies (Fuentes et al., 2022). Although nineteen European Union countries have a subject which aims to address this objective, called Education for Citizenship or Ethical Values among other nomenclatures, it is a low profile subject within the school curriculum, typically taught for one hour a week by non-specialised teachers (Fuentes et al.,2022). Moreover, given that this subject tends not to offer practical experiences in which to bring students into direct contact with civic values, the results obtained are negligible. This problem has already been raised by several countries, which is why 2005 was declared the European Year of Citizenship through Education (Martínez-Odría, 2007), with a view to suggesting lines of action to promote a change in civic and values education that would really prepare pupils to be active citizens. Even so, the situation has not undergone any change towards the achievement of this objective, as traditional methodologies, whose aim is the mere retention of information without applicability to real contexts, continue to be used. Therefore, this section will present Service-learning as a potential methodology to solve this problem and promote meaningful learning through real experiences in the community, in which students play an active role and learn by doing. 3.2.1. The origins of Service-Learning: historical background Service-learning (SL) has its roots in the 1930s in the USA as a result of the progressive movement in the social, political and educational spheres (Jagla & Tice, 2019). According to these authors, the following decades, marked by the Great Depression or the War on Poverty, contributed to defining the ideologies involved in this methodology, as well as its 22 de 100 Applying CLIL in real-life contexts through Service-Learning principles. Although it is a fairly innovative pedagogy, many of the fundamental principles underpinning it have been addressed by several authors before. One scholar who discussed most of the principles that constitute the essence of Service-learning was John Dewey, but he never actually designated his pedagogy by this name. Dewey (1930) was a strong advocate of experiential learning, noting that the more directly the child learns through real social situations, the more genuine and effective the knowledge is. This is because it is only by experiencing something through a real life situation that this event begins to mean something to the child. In other words, according to this author, one learns by doing because in this way one recognises the value of the result (1930). In Dewey’s words, “children can see things for themselves; they learn citizenship by being good citizens'' (p.200). Thus, isolated knowledge presented in a textbook can never achieve this end. The statements presented there are all equally valid because they are less conductive to real-life application. In other words, a connection of learning to real-life situations through coursebooks is prevented, as children become passive recipients of decontextualised information. Consequently, Dewey (1930) argues that genuine knowledge only takes place through action and that, in fact, children have a natural tendency towards action. This postulate can be linked to the essence of currently popular innovative methodologies such as Learning by doing. On the other hand, Dewey argues that all content, in order to be educational, must reproduce real-life situations, and that the more it belongs to students’ immediate environment, the more interest it will arouse (1930). Moreover, he points to community problems as an opportunity to learn and to help schools thrive, closely in line with the starting point of Service-Learning. By feeling that they are responsible for solving a problem that directly affects their community, pupils will perceive this activity as motivating, thereby boosting their commitment to learning. This would solve a problem that Dewey already pointed out in his time, but which continues to be reproduced in today’s education system: early school dropout, especially among the foreign population. According to the latest report on the Integration of Foreign Students in the Spanish Educational System (Ministerio de Inclusión, Seguridad Social y Migraciones, 2022), foreign students represent 11% of the total student body. In the most advanced educational stages, such as Secondary Education or Baccalaureate, the schooling rate of foreigners is half that of Spaniards. Besides, the dropout rate of foreign students is double that of Spanish students, with the former at 26.5% compared to 11.4%. Therefore, the experiential learning at the heart of Service-Learning is presented as a catalyst to reduce this dropout rate, as students would recognise these experiences as interesting and of value. 23 de 100 Alicia Hernández García Another great advocate of experiential learning and community problems as opportunities for meaningful learning is Amitai Etzioni. His research focused mainly on how the natural sociability characteristic of human beings enhances their moral and human potentiality (1999). Given that individuals are embedded in a particular social context and cannot exist apart from it (Etzioni, 1999), community and individuality are mutually enriched. The individual, by voluntarily contributing to achieving a common goal or solving a community problem, is empowered thanks to the community. Etzioni argued that it was necessary for the parts of society, i.e. the individuals belonging to it, to contribute to the satisfaction of their needs and to perceive them as a common goal (1999). During this process, he highlights that there must be a balance between the cultivation of social responsibilities and individual rights, as individual autonomy must always be respected. According to this author, as long as this balance is maintained, mutual benefit between the individual and society will be achieved. Etzioni (1999) notes that this social model must rely primarily on education, since the school, as a social entity, is best placed to bring its members into contact with social needs. Thanks to the school, students can feel connected to their society and voluntarily commit themselves to solving emerging problems, because they assume values in which they believe, and by which their activity is governed. This is precisely why he argues for the need to introduce opportunities to practise civic skills at school (Etizioni, 1999). In other words, in line with Dewey, one learns to be a good citizen through action, through experiences that enable one to cultivate the skills necessary to achieve that end. Another pedagogue who put forward ideas closely linked to the principles of Service-Learning is Paulo Freire. The fundamental premise advanced by this author is that education is an instrument for liberation and social transformation (Freire, 2014). In the same vein as in Service-learning, Freire (2014) argues that education should provide opportunities for students to critically analyse and understand their reality and act to change it. He termed this process of critically analysing social problems and promoting transformative action through the search of solutions as “conscientization” (Freire, 2014). This objective constitutes one of the essential principles of Service-learning. On the other hand, Freire pointed out that, in order to achieve this social change, it is necessary for the education system to encourage active participation and dialogue. In other words, another author again argues how experiential learning contributes not only to improving the community and strengthening civic engagement, but also to connecting theory and practice in meaningful ways, just as Service-learning aims to do. Service-learning pedagogy is closely linked to community service, and one educator who emphasised the role of the community in educational processes was Johann Heinrich Pestalozzi. According to this author, the community provides a nurturing environment in 24 de 100 Applying CLIL in real-life contexts through Service-Learning which the learner can flourish (Pestalozzi, 1885). Furthermore, in his work, through everyday situations, he demonstrates the potential of experiential learning and direct observation, especially in the natural environment, for the holistic development of children (Pestalozzi, 2003). In the same line, in Service-learning, the real experiences offered by community services act as catalysts for the moral, intellectual and emotional development of participants. Finally, Pestalozzi (2003) also emphasised the need for a child-centred approach to education. Precisely, the Service-learning methodology offers the learner an active role in solving the problems of his or her community, fostering autonomy and responsibility. Lastly, James Coleman researched social capital and how the community could influence students’ academic success. According to him, community involvement contributes not only to the benefit of the community, but also to the building of social capital (Coleman, 1966). Furthermore, Coleman (1966) argues that education, to be governed by the principle of equity, must address inequalities and promote engagement with society. The starting point of Service-learning is precisely the analysis of social reality in order to involve students actively in solving problems. Additionally, based on his rational choice theory (Coleman, 1966), students reflect on the ethical consequences of their actions, and decision-making to improve their community is always based on reflection. Likewise, reflection is a key element in each of the phases that make up Service-learning programmes. In short, although Service-learning has started to resonate strongly in the last two decades, there are several scholars who, prior to the emergence of this methodology, already addressed the benefits of experiential learning, the role of the community in education, or the active role of students. 3.2.2. Definition and characteristics of Service-Learning Service-learning is a methodology that combines the simultaneous learning of content, values and competences with the performance of services to the community (Puig, 2010). It includes either experiences that can span an academic year, a semester or even a few weeks (Felten & Clayton, 2011). The essence of this pedagogy lies in the integration of curricular content and community service. In fact, such service is integrated within the curricular learning objectives (Erickson & Anderson, 1997). Thus, curricular learning and voluntary community service constitute an inseparable binomial (Martínez-Odría, 2007) that mutually enriches each other and whose importance is of equal relevance in these programmes. This is because there can be no meaningful learning of content and competences without civic engagement, but civic engagement will lack quality if it is disconnected from knowledge (Puig, 2010). Namely, 25 de 100 Alicia Hernández García Table 2 Comparative analysis of the characteristics of CLIL and Service-Learning CLIL Service-Learning Typology Approach Methodology Integration of elements Integration of a foreign language and curricular content Integration of community service and curricular content Starting point Selection of content Awareness of the community problem Learning Content, communication, cognition and culture Content, values and competences Focus of the learning and means to achieve it Focus: content Means: language Focus: service Means: content Objectives To learn an additional language and curricular content, and to raise intercultural awareness To promote civic and values education, to develop social and emotional skills, and to apply curricular knowledge to solve community problems through practical experiences Competences Plurilingual competence and interculturality Competence in linguistic communication Personal, social and learning to learn competence Citizenship competence 3.3.1. Concrete methodology To begin with, since CLIL is an approach, there is neither one model nor one methodology of CLIL, but it is flexible to adapt to very diverse contexts (Coyle et al.,2010). Because it is such a broad and general approach, it gives rise to widely varying interpretations among its advocates, and hinders its theoretical and practical usefulness (Cenoz et al., 2013). In other words, no concrete methodologies have been established through which to implement this approach. Consequently, CLIL implementation may hamper its effectiveness and the attainment of its inherent benefits by failing to apply its principles due to the absence of concrete guidelines. For this reason, CLIL would benefit from being integrated into Service-Learning, as the latter does offer a solid methodological framework with explicit steps to be followed in its implementation, such as the ones proposed by Yankelovich (1991). By combining both, educators would have a useful guide for project planning, implementation and evaluation, thus reducing the likelihood of misapplication of CLIL. 32 de 100 Applying CLIL in real-life contexts through Service-Learning Secondly, as mentioned before, Escobar Urmeneta (2019) noted that the starting point of CLIL sessions is the selection of content, whereas in Service-Learning it is the identification of a community problem. If the two were integrated, the first step would be the awareness of the problem affecting the community to which the students belong, followed by the identification of the curricular content they need to master in order to solve the problem. The steps to follow resulting from the combination of both educational proposals can be observed in Figure 4. Figure 4 Steps in integrated CLIL and SL projects 3.3.2. Purpose for learning content and language The main emphasis in CLIL sessions is on the content, while the foreign language is a means to communicate it (Breeze et al., 2014). Even though in Service-Learning, the focus of learning is not the content but the community service, the content is an essential element of these projects because the learner must first master it in order to solve the problem at hand. In other words, the acquisition of specific knowledge linked to that service becomes the means to perform that service effectively; students train for the service performance through the content (Trilla, 2010). The integration of CLIL and Service-Learning would therefore not be affected, but empowered for the following reasons: to start with, according to Escobar Urmeneta (2019), the exchange of messages between learners in CLIL lessons takes place around academic content. Thus, the target language is learned because of the need to understand the content and to participate in the lessons, as outlined by Breeze et al. (2014). In other words, the purpose for learning the target language revolves around the acquisition and understanding of content, and this is precisely what accelerates language acquisition (Baker & Wright, 2017). As can be observed in Figure 5, by integrating this approach into 33 de 100 Alicia Hernández García Service-Learning, learners would, in turn, have a purpose for learning both the curricular content and for using the new language: to solve the community problem. That is, by integrating the two, learners need to learn the foreign language because the content necessary to solve the community problem is in that language. Therefore, through this integration, students would subconsciously acquire the foreign language as they learn the curricular contents (Renau & Mas Martí, 2018), and they would also unconsciously acquire the contents better because they need them to search for solutions. Also, Breeze et al. (2014) reported that teachers failed to integrate content and language in meaningful ways. Thus, for the above reasons, SL serves as a solution to realise the simultaneous learning of both through voluntary community service. Figure 5 Purpose for learning language and content in integrated CLIL and SL projects 3.3.3. Application of content to real-life situations On the other hand, the textbook remains the primary source for teaching both languages and content in many institutions, and learning and progress is measured on the basis of these materials (Harmer, 2015). Although students learn these contents, they are not usually given opportunities to apply what they have learned in real life situations, resulting in the impossibility of establishing connections between what they have learned at school and real life. This contributes to widening the gap between school and everyday life, as students are unable to use what they have learned in everyday situations and hence see the academic content as useless (Widdowson, 1998). This clearly has an impact on motivation because, as pupils see no use of the content beyond the school context, they do not feel the need to learn 34 de 100 Applying CLIL in real-life contexts through Service-Learning it since, as pointed out by Gardner (2000), the desire to learn is a determining factor in the achievement of learning. This shortcoming would be solved by integrating CLIL into SL, because in SL what is learned is applied to solve community problems, as noted by Vázquez (2015). That is, the curricular content is applied to real-life situations, so there is a real purpose for learning it, and learners see the usefulness of learning such content. In fact, Dewey (1930) states that all educational content must reproduce real-life situations for learning to be effective. Thus, thanks to Service-Learning, the learning of the content benefits because it is contextualised and connects to the immediate reality of the learners. The presence of meaningful materials (real community problems) is precisely what increases students’ willingness to have meaningful learning, according to Ausubel’s study (1976). Furthermore, learning does not appear fragmented, as tends to happen in practice. Rather, students must learn knowledge from different disciplines, being able to form links between them (Vázquez, 2015), since, as Martín (2010) indicates, the needs of everyday life cannot be solved from a single discipline. 3.3.4. Student-centred learning On the other hand, the learning process in CLIL is composed of four essential elements: content, cognition, communication and culture (Coyle et al., 2010). Indeed, one of the principles of this approach was the importance of students constructing their own knowledge, as underlined by Salaberri & Sánchez (2012). However, the reality is far from this, as a teacher-centred approach still predominates (Coyle et al., 2010), in which the role of the student continues to be the passive acquisition of content presented by the teacher. However, in SL, learners are the ones who produce knowledge, who discover the answers to problems, who are active learners and who offer help to the community, as pointed out by Cairn & Kielsmeier (1991). This point is essential because, as Ausubel highlights, one can remember certain information, but one can only truly understand it if it is discovered for oneself (1976). Thus, the integration of CLIL in this methodology would benefit because learners are responsible for their own learning, but also for improving the life of their immediate environment. In fact, in line with the cognition in CLIL, SL contributes to the progressive development from LOTS to HOTS through scaffolded practices, focusing essentially on the development of the latter. Taking as a reference Bloom’s taxonomy revised by Anderson and Krathwohl (2001), in SL students not only remember and understand the content necessary to solve the problem, but they also analyse reality in order to identify the causes of the problem and find solutions. In addition, they must apply what they have learned to take action, creating new knowledge and, finally, evaluate their performance in solving the problem. 35 de 100 Alicia Hernández García Regarding communication, by integrating CLIL and SL, the foreign language would become the vehicle to communicate content-related issues and to solve community problems. According to Renau & Mas Martí (2018), if in CLIL the language itself is learnt by using it to learn academic content, by combining both proposals, while using the curricular content and the target language to solve community problems, students learn both subconsciously and in meaningful ways. In this way, the learning of language and academic disciplines acquires real meaning for the learner by experiencing it through real situations, as Dewey (1930) argued. Moreover, through these practical experiences, learners have the opportunity to use the language in real contexts outside school, something that tends not to occur in CLIL lessons. This increases the quality of language interactions because they reflect natural language use, as opposed to the unrealistic and artificial language sequences that tend to be presented in textbooks (Gilmore, 2004). 3.3.5. Quality of interactions By combining CLIL and SL, CLIL benefits because SL also increases the quality of interactions between students, since, as Martínez-Odría (2007) suggests, the teacher’s role is limited to acting only as a guide and accompanying the learning process. It is the students who must interact with each other to achieve a common goal (Ausubel, 1976). Consequently, communicative and multilingual competence is enhanced, as they use the foreign language to communicate and seek solutions to the problem. Furthermore, as noted by Halbach (2014), CLIL in practice usually focuses on teaching about language rather than on using it pragmatically. Thus, through this interaction between peers to act in problem resolution, the use of target language for functional purposes is encouraged, in line with the objectives set out in the Real Decreto 157/2022 and in the Action Plan of 2022. In addition, the Language Triptych (Coyle et al., 2010) could also be easily integrated into SL practices, as the language of learning would still be those key concepts that learners need to solve the community problem; the language for learning would consist of that needed to discuss, agree or disagree in the search for solutions; and, finally, the language through learning would benefit, because as interactions between learners increase, so will the new language that will naturally appear through learning. Lastly, learning about culture would also benefit from this integration because, as Ting-Toomey and Chung (2012) state, understanding one’s own culture serves as a starting point for the appreciation of other cultures. In addition, by performing the service, pupils will interact with people from different cultures and contexts. 3.3.6. Development of competences Given that in SL, in addition to learning content, values and competences are also developed, this integration contributes significantly to the development of the emerging C of 36 de 100 Applying CLIL in real-life contexts through Service-Learning CLIL identified by authors such as Ball (2016), namely competence. According to Pérez-Ibáñez (2014), information is nowadays immediately available with just a few clicks on an electronic device. Therefore, he argues that more than acquiring information, what is essential is to teach how to use that available information so that students can use it in different contexts to solve problems. Thus, through the integration of CLIL and SL the foreign language and content are applied in real situations to solve community problems. It is precisely this practical application that fosters the development of competences, because given that competence is applied knowledge, it demands spaces for application (Batlle, 2010). In this way, they learn by doing, and develop communicative, plurilingual, personal, social, citizenship and learn to learn competences by putting them into practice, generating learning that is relevant to their lives. Lastly, by integrating both pedagogical approaches, learning acquires a civic sense and community service becomes an opportunity to acquire values (Puig, 2010). Pupils see that the content and the foreign language can be used to improve life in their community. What is more, by addressing social needs, pupils’ civic engagement is fostered, as well as the development of values such as solidarity, empathy and justice. 3.3.7.Conclusion on the benefits of integrating CLIL into SL To conclude, several scholars, such as Renau & Mas Martí (2018) previously pointed out that despite increasing contact hours with the foreign language and lowering the age at which exposure to it occurs, language proficiency remains low. Therefore, in order to achieve a functional proficiency level in the shortest period of time, in response to European language policies (Coyle et al., 2010), the integration of CLIL and SL is presented as the ideal option for this end. Through this integration, pupils learn academic content through the foreign language via community service in meaningful ways. Moreover, they apply knowledge from different disciplines and use the target language in real-life situations. Furthermore, through collaboration with peers and community members, students strengthen ties with their own community and become more sensitive to other cultures. Similarly, students develop their self-esteem and values such as empathy, solidarity and active citizenship. Besides, they are active learners responsible for their own learning and for improving the life of the community who, by learning by doing, develop numerous competences. In fact, through this integration, the development of the following key competences set out in Real Decreto 157/2022 is strengthened: competence in linguistic communication, plurilingual competence, citizenship competence, competence in cultural awareness and expression, and personal, social and learning to learn competence. In short, the integration of both pedagogical proposals offers a higher degree of attainment of objectives compared to their individual implementation, as both complement each other and enhance their strengths. 37 de 100 Alicia Hernández García 4. EDUCATIONAL PROPOSAL The purpose of this section is to provide an educational proposal that integrates Service-Learning methodology into the CLIL approach in order to illustrate the benefits of such integration in the bilingual Primary Education classroom. The design of this project, which is called “Recycling and raising awareness in green!”, is based on the ideas presented in the theoretical framework that have been previously described. 4.1. Introduction According to the latest report of the European Commission (2022), Spain was one of the European countries that did not meet the proposed EU target for 2020 to recycle at least 50% of municipal waste. For that reason, a waste law was approved in 2022 that aimed to reduce the negative effects of waste generation and management on both human health and the environment (Ley 7/2022). However, despite the adoption of specific measures to combat pollution caused by poor waste management, this situation has not experienced remarkable improvements, since Spain’s annual recycling rate of urban waste is well below the European average, with Spain’s 2022 rate at around 38%, compared to the EU average of 48% (European Commission, 2022). This problem is accentuated in the Community of Madrid, as the most recent report by the Instituto Nacional de Estadística (2023) shows that it was the autonomous community that collected the least amount of waste per capita in 2021. Although waste management and recycling is a problem that has an impact at national and even international level, it can be extrapolated to the school context. The school, being a space open to the reality in which it is immersed, inevitably suffers from the problems that take place there. In fact, we could even affirm that waste management is worsened in schools. Even though environmental care is reflected as a cross-cutting content in Article 11 of Decreto 61/2022, educational institutions do not devise pedagogical strategies that address environmental education for the development of citizenship competences related to environmental care (Paz et al., 2014). Hence, the “Recycling and raising awareness in green!” project has been designed to address the problem of recycling in Primary Education schools, with a special focus on those located in the Autonomous Community of Madrid. Thus, the main objective of this educational proposal is to raise awareness of the importance of recycling among students, as well as to provide them with tools so that they are the ones responsible to improve this situation in the school context. In this way, it contributes to the achievement of goal 12 of the Sustainable Development Goals (SDG) proposed by the United Nations (s.f.) for 2030: “ensure sustainable consumption and production patterns”. This project is characterised by tackling the problem of recycling from the students’ most immediate environment: the school. If we want students to become critical citizens capable of 38 de 100 Applying CLIL in real-life contexts through Service-Learning solving problems, it is pivotal to provide them with opportunities at school to critically analyse the reality in which they are immersed, and act to improve it. Awareness of the problem will be more effective than if it was presented from its existence in distant countries that do not directly affect the learners, because, taking construct level theory as a reference, the greater the proximity of the individual to a problem, the more favourable are the attitudes and intentions to engage in the search for solutions (Lee et al., 2020). In this way, engagement with both their own learning process and with their participation in the service will be increased, as pupils will be responsible for finding solutions to solve this problem that affects them directly. In fact, one of the operational descriptors of the area of Mathematical competence and competence in science, technology and engineering (STEM) is the transformation of the immediate environment in a sustainable way, assessing its global impact (Real Decreto 157/2022). Thus, through this project, students will acquire the necessary knowledge to not only transform, but also benefit the near environment and be able to make inferences about the impact of this problem at a global level. In other words, although this problem is addressed on a micro scale, students will develop the necessary skills to analyse this social problem on a large scale. On the other hand, another feature of this project is that by integrating SL into the CLIL approach typical of Madrid’s education systems, pupils have a real purpose in learning both the curricular content and the foreign language, which is typically English. Students need knowledge of different disciplines, as well as using the English language to solve the community problem. Although the main focus of the project is the service to be performed, the content is a necessary means for the students to master in order to achieve this aim, and the foreign language is the vehicle in which this content is found. This emphasis on linking knowledge to the students’ reality is justified by the need to prepare them for what they will encounter at the end of their schooling. Thus, what they learn at school must be useful for them to be able to put it into practice outside school. The foreign language used in this proposal will be English, given that Decreto 61/2022 establishes that it will generally be the language in which bilingual areas are taught. The activities described in the following sections will encourage the natural use of the language for functional purposes, especially problem solving. Although the development of functional proficiency will be on both receptive and productive domains, there will be an emphasis on the enhancement of productive skills, given the high level of interactions. Students will interact with peers, teachers, families and community members to solve problems, favouring the formation between the students’ microsystem and mesosystem, according to Bronfenbrenner’s ecological theory (1994). Hence, this project involves the whole 39 de 100 Alicia Hernández García educational community, there fostering citizenship and values such as empathy, as well as the developing of responsibility for the common good. Regarding the subjects involved, it is true that priority will be given to the bilingual subjects framed in Decreto 61/2022: Social Sciences, Natural Sciences and Arts. However, the problem of recycling will be approached from all curricular disciplines, because everyday problems cannot be solved from a single discipline (Martín, 2010). Thus, the approach of this project is interdisciplinary, giving learning a global perspective by addressing waste management in a comprehensive way through the interconnection of knowledge from various subjects. The educational proposal will be implemented in the 5th year of Primary Education, as the objectives set out in Decreto 61/2022 for this cycle are the most suitable for the ones proposed for this project. Furthermore, since children of this age are at the start of concrete operations according to Piaget’s cognitive theory, they are more competent in understanding cause-effect relationships and the consequences of concrete actions (1975). This, together with a growing sense of morality and justice, makes them suitably able to understand the importance of participating in services that benefit the community. The project will start on the 17th of May, as during the recycling day there will be an activity that will serve to contextualise it. It is expected to last one month and will be approached from different subjects, but always in an interconnected way. However, the timing will depend on the students’ ability to analyse, cooperate and find solutions. In short, this educational proposal seeks to integrate the SL methodology into the CLIL approach in order to show through a practical experience the ideas developed in the theoretical framework. First, the objectives proposed for the project will be established. Secondly, the key and specific competences to be developed through it will be described. Thirdly, the curricular content of the different areas of the Madrid curriculum will be outlined. Afterwards, a brief analysis of the methodologies involved will be made, before going on to describe the activities that make up this proposal. Lastly, an assessment of the project will be provided in order to evaluate its effectiveness, as well as students’ performance on it. 4.2. Project Objectives As explained in the theoretical framework, we can identify four steps in integrated SL and CLIL projects. Thus, it is sensible to set objectives for each of the phases of this project. These objectives are conceptual, procedural and attitudinal. The conceptual goals are those linked to the acquisition of the contents proposed for the different learning areas, which will be described later on in each of the activities. On the other hand, procedural aims are those 40 de 100 Applying CLIL in real-life contexts through Service-Learning that seek the development of skills and competences connected with the theoretical concepts learned. Finally, the attitudinal objectives focus on the development of values and attitudes. The following two objectives will be integrated transversally throughout the project: use English to communicate content-matter issues and relate to peers, and apply curricular content to the resolution of the community problem. The rest of objectives set for each of the phases of this project are described in Table 3. Table 3 Division of the project objectives by phases Project objectives: “Recycling and raising awareness in green!” Phase 1: Problem awareness - Identify the waste management situation in the local or school community. - Critically reflect on the impact of poor waste management in the local and school community. - Identify recycling as a beneficial practice for the care of the environment. Phase 2: Selection of content - Name the most common types of recyclable materials. - Classify different recyclable materials in the corresponding containers. - Understand how knowledge from different disciplines is linked to the issue of recycling. Phase 3: Solution proposals - Actively participate in the search for solutions for the improvement of waste management in the local or school community. - Promote recycling practices among members of the local or school community. - Develop feelings of social responsibility and active citizenship through community service. - Develop the skills and competences needed to solve the waste management problem in the local or school community. - Encourage teamwork among students, teachers, families and community members. Phase 4: Problem resolution - Evaluate the impact of the project on the community. - Reflect on one’s own performance in the project. 4.3. Competences This section will describe the competences that this integrated SL and CLIL project aims to develop. Nonetheless, only the key competences established by Decreto 61/2022 for the Community of Madrid will be addressed. The decision to focus on the description of only these competences is based on the integral role that these competences play throughout the educational proposal. In other words, given that recycling will be approached from all 41 de 100 Alicia Hernández García techniques to compensate for communicative deficiencies (...) to respond effectively to a specific need, despite the limitations arising from the level of competence in the foreign language” of the “plurilingualism” block of the Foreign Language area of Decreto 61/2022 (p. 89). 4.6.1.3. Students’ initial assessment to determine content selection. In order to facilitate the design of activities for the next phase, it is suggested that the teacher develops an initial assessment to determine the students’ prior knowledge of recycling. A model of assessment for this purpose is presented in Appendix 4. After analysing the results, the teacher will be able to justifiably determine what knowledge the students need to master to be able to solve the problem and, based on this, design the activities to achieve this goal. Ultimately, this procedure allows for a more individualised selection of content, which maximises the understanding of the problem at hand, and makes the subsequent search for solutions more effective. 4.6.2. Phase 2: Selection of content In this phase, the teacher makes a selection of content from different disciplines that students must master, and designs activities for them to acquire it and become competent to solve the problem. As mentioned in the theoretical framework, it is crucial that students master the content, as the service will lose quality if it is disconnected from knowledge (Puig, 2010). Although it is the educator who determines what knowledge is relevant, it is the students who are in charge of their learning process. During the development of the activities, the teacher acts only as a guide, creating the necessary conditions to facilitate the discovery of knowledge, as well as the development of skills and attitudes through scaffolded practices. Whilst it is true that the design of these activities depends on the results of the initial assessment of the learners in the previous phase, the following are some ideas for activities to address recycling in a cross-curricular way. 4.6.2.1. Foreign Language (English). The activity, which is called “Eco-challenge: waste sorting”, will be approached from the area of Foreign Language (English). Instruction will focus on the use of basic vocabulary of interest to pupils, as part of the “communication” block. In the context of this project, the names of the waste observed in phase 1, as well as the names of the containers, are relevant for the students as they need to know them in order to improve the recycling situation of their community. The expression of existence (to be; there is/there are), of capacity (can/can’t) and affirmative and negative sentences of the block “syntactic-discursive contents” (Decreto 61/2022, p. 90) are also approached. 48 de 100 Applying CLIL in real-life contexts through Service-Learning For the development of the activity, two types of flashcards will be designed. On the one hand, flashcards with the names of the most common types of waste that were observed in the investigation in phase 1 and, on the other hand, flashcards with pictures of this waste (see Appendix 5). The aim is for learners to learn key vocabulary about recycling, as the more vocabulary the language learner acquires, the better their communication will be (Azabdaftari & Mozaheb, 2012). In other words, once they learn these key terms, they will be better able to communicate their ideas in the foreign language. Therefore, this activity aims to provide them with the necessary knowledge of recycling vocabulary so that they can manage correctly in the communicative situations that will naturally develop throughout the project. This will contribute to the development of communicative competence in the foreign language. First, these flashcards will be placed on the blackboard, and the pupils will have to associate the image with its written name in English. In this way, they will gradually become familiar with the English names of these waste products. Then, taking advantage of the fact that children learn naturally through the process of enquiry present in games (Parker et al., 2022), a game will be played in which they will have to classify the waste. For this purpose, the four most common types of containers (plastic, organic, glass and paper/cardboard) will be placed in the classroom. The pupils will be divided into groups of five students, and they will have to place the image of the waste in the corresponding container. The development of this game is justified by the importance of adapting the learning process to children’s natural way of understanding the world. This idea is supported by Nilsson et al. (2018), who note that “children’s engagement with the world is predominantly focused on play and exploration, not instructional adult-child interactions” (p. 232). There is a tendency to remove play from the school context because it has traditionally been perceived as an entertainment activity that is not directly related to formal learning. However, since learning is also a result of play (Nilsson et al., 2018), this game is presented as a suitable method to increase students’ motivation while acquiring curricular knowledge. 4.6.2.2. Mathematics. The activity “Looking at the world through graphics” will be developed in Mathematics class. The following content, from the “organisation and analysis of data” of the “statistics and probability” block, will be addressed: the representation of data by means of simple statistical graphs and the selection of the most suitable one (Decreto 61/2022, p. 104). Since visual displays are used to communicate important information (Galesic & García-Retamero, 2010), the objective of this activity is to represent the data collected in the investigation phase using tables and bar charts. As defined by Bavdekar (2015), tables are 49 de 100 Alicia Hernández García an arrangement of numbers and words distributed in parallel columns, which are used to present information. Because of this layout, they are the ideal choice for presenting large amounts of information that would be difficult and confusing to describe in a text (Bavdekar, 2015). In other words, in groups of 5, pupils create tables in which on the one hand they list the name of the waste and, on the other hand, the number of times it has been observed in each school area. Afterwards, they elaborate a bar chart, as this tool allows them to read the quantitative information more easily. At a glance, they will be able to quickly identify which waste is the least recycled in each area of the school. In short, thanks to these mathematical data collection techniques, students will be able to display this information more visually and draw relevant conclusions. Once they have identified which are the most repeated waste products, they can start to think about measures on how to reduce waste consumption of those. To conclude, this activity contributes to the development of “plurilingual competence” and “mathematical competence and competence in science, technology and engineering (STEM)” established in Decreto 61/2022. 4.6.2.3. Natural Sciences. This activity, which is called “Plastic seas”, aims to develop specific competence 6 of the Natural Sciences area of Decreto 61/2022: “to identify the causes and consequences of human intervention in the environment to seek solutions and act in their resolution, promoting respect, care and protection of people and the planet” (p. 27). In order to achieve this goal, an experiment is proposed. The conduction of this experiment is justified by the need for students to understand marine pollution as a direct consequence of human action. Since the experiments ensure internal validity, conclusions can be drawn about the causal effects of one variable on another (Ross et al., 2005). The objective of the activity is to raise awareness of the environmental impact of plastic in the sea caused by human activity. To do this, the teacher will take a large transparent container, fill it with water and place plants and marine animal toys inside to simulate marine life. Then, he/she will introduce plastic waste, such as bags, bottles or cans, symbolising the pollution caused by humans. Hence, students will see that waste remains floating in the water and does not decompose. In fact, they come into contact with marine animals and plants, seriously damaging or even killing them. To emphasise that this waste does not disappear, but remains floating, oil can be used, taking advantage of its chemical properties. If the teacher pours oil into the water, a layer will form on top of it, which neither integrates with the water nor decomposes. In other words, the oil symbolises the waste that is poured into the sea and that harms every living thing that comes into contact with it. Moreover, since the 50 de 100 Applying CLIL in real-life contexts through Service-Learning water has neither smell nor colour, when the oil is poured into the water, the students will realise that the “waste” changes both the smell and the natural colour of the water. As a suggestion, it is highly recommended that the teacher asks questions at the beginning, during and at the end of the experiment to promote critical analysis of the human impact on the environment. In this way, students will reflect on the natural situation of the seas and will be able to compare it with that resulting from human pollution, to ultimately think about proposals for prevention of this pollution. This contributes to the “conscientization” proposed by Freire, in which students critically analyse social problems and promote transformative actions by seeking solutions (2014). A teacher’s guide to conduct this process of critical analysis and reflection is included in Appendix 6. Through the elaboration of this experiment, the contents, skills and attitudes of “initiation in scientific activity” of the “scientific culture” block of this legislation will be worked on. The main content is the “importance of caring for the planet” (Decreto 61/2022). This will be made explicit by introducing pupils to the stages of scientific research, through observation, formulation of questions and hypotheses, and analysis of results. They will also use basic scientific vocabulary related to research. Lastly, these experiments will encourage curiosity in conducting investigations. Additionally, this activity contributes to the development of the following key competences of Decreto 61/2022: “plurilingual competence”; “citizenship competence”; “personal, social and learning to learn competence”; and “mathematical competence and competence in science, technology and engineering (STEM)”. 4.6.2.4. Social Sciences and Foreign Language (English). In this activity, which is called “Recycle radar”, an analysis will be made of recycling campaigns. Measures to promote recycling in other countries will be addressed first, followed by a discussion of advertisements on recycling. As the activity has two phases, an objective is drawn from each of them. The first aim is to learn about measures to promote recycling in other countries. Although each country has its own rules and conventions, they all experience similar problems, as in this case waste management. It is therefore interesting to approach intercultural education from this perspective because, as all countries face the same problems, it seems coherent to work together to solve them. In fact, intercultural education arises as a need to achieve transformative attitudes from school through collaboration, tolerance and respect for the diversity of different countries (Paredes, 2016). Thus, this activity will facilitate students’ understanding of different recycling practices around the world, promoting an appreciation of these cultures. By introducing them to these international practices, they will also acquire skills to collaborate in intercultural contexts, which is essential to function in an increasingly globalised world. The second objective is to analyse how language is used persuasively to influence society’s behaviour. 51 de 100 Alicia Hernández García To start with, the teacher will make a selection of those countries whose recycling situation best fits the needs of the project. In this case, the author of this project has decided to choose Finland. The teacher will tell the students that in this country, in order to promote recycling, there are machines in supermarkets in which to place plastic bottles and cans. The reward for recycling them is financial, as citizens receive a discount on their next purchase at the supermarket. After a discussion to discover the students’ opinions on this measure and its possible application in the Spanish context, students will be asked to look for interesting recycling campaigns in other countries using ICTs. Given that students spend most of their time surrounded by digital information, it is imperative that they are given opportunities at school to evaluate the usefulness, relevance and value of the information they find online, and learn how to use it (Wallace & Kupperman, 1997). After students have spent about 25 minutes looking for and taking notes on the measures, they will be shared with the whole class to open a discussion on their possible effectiveness in the school context. In the second phase, different advertisements published in social media and on television on recycling awareness will be examined. This type of text uses rhetorical structures and linguistic devices to persuade the reader to act in a certain way (Labrador et al., 2014). Therefore, this activity is justified by the need for students to develop critical thinking skills by questioning the information present in advertisements. In other words, they are provided with the necessary tools to understand persuasive rhetoric and thus be able to identify manipulations in the use of language. In addition, by presenting them with multimodal texts, they will realise that information can be conveyed through different formats (texts, images, etc.). For the development of the activity, students will be placed in a semicircle in front of the projector, and images of these advertisements will be shown. The teacher will ask questions to students to trigger reflection on the effect of these advertisements on the population, as well as on the use of language. A teacher’s guide with sample questions to achieve this aim is included in Appendix 7. As can be observed, contents and specific competences from different curricular disciplines are addressed. In the area of Social Sciences, work is done on the content of “social and environmental responsibility. Relationship between people, societies and natural environment” (p. 41), framed with “societies and territories” block of Decreto 61/2022. Moreover, two specific competences are covered. One of them is “to identify the causes and consequences of human intervention in the environment, (...) to seek solutions and act in their resolution, promoting respect, care and protection of the planet” (Decreto 61/2022, p. 42), since recycling campaigns are a measure to solve the consequences of human activity in the environment. The other specific competence refers to “recognising and valuing plurality, showing empathy and respect for other cultures in order to contribute to the 52 de 100 Applying CLIL in real-life contexts through Service-Learning improvement of society” (Decreto 61/2022, p. 42). In the area of languages, collaboration between English and Spanish language teachers is highly encouraged to maximise learning. The role of English in this activity is essentially for communicative purposes. However, through the analysis of advertisements, the textual typologies and communicative intention of the “communication” block of Spanish Language and Literature are also addressed, as well as specific competence 4: “Understand and interpret written and multimodal texts, recognising the overall meaning, main ideas and explicit and implicit information” (Decreto 61/2022, p. 66). Finally, in the area of Technology and Robotics, the content “How the network works. Basic rules for the safe and efficient use of resources” (Decreto 61/2022, p. 123) is covered, thus contributing to specific competence 5, which refers to a safe and responsible use of technological resources. For these reasons given, this activity contributes to the development of the following key competences of Decreto 61/2022: “competence in linguistic communication”, “plurilingual competence”, “digital competence”, “personal, social and learning to learn competence” and “competence in cultural awareness and expression”. 4.6.2.5. Physical Education and Mathematics. At this stage of the project, the students will have sufficient knowledge about the recycling topic. Hence, this activity, called “Recycling relay”, is proposed as a review of some of the content previously covered. For this purpose, a team relay race will be held, as this game favours the development of motor skills and strength (Talaghir et al., 2017; Fenanlampir, 2021). The students will be divided into two large groups, and placed in a line. At the starting point, each team will have different types of waste (fruit peels, cans, newspapers, jam jars…). In another line on the opposite side, about 10 metres away, each team will have four rubbish containers (plastic, organic, glass, paper/cardboard). When a whistle is blown, one member of each team must pick up one of the waste products, say its name aloud in English, run to where the containers are located and place it in the appropriate one. Then, they will return to the starting point, shake hands with their teammate and the procedure will continue in this way until all members have participated. Therefore, this activity encourages the development of motor skills such as motor coordination through running, agility through changing directions, and speed. For that reason, specific competence 2 of the area of Physical Education of Decreto 61/2022 is addressed: To adapt the elements of the body scheme, physical, perceptual-motor and coordination capacities, as well as motor skills, applying processes of perception, decision and execution, in order to respond to the demands of motor projects and motor practices with different purposes in everyday contexts. (Decreto 61/2022, p. 62) 53 de 100 Alicia Hernández García At the end of the game, in mathematics class, the aim is for students to use the number data that can be extracted from the previous game to cover the specific content of this subject. Real-life contextualised activities facilitate the development of connections between mathematics and its application in everyday life (Clarke & Roche, 2018), so that pupils realise that this discipline helps to make sense of the world. In fact, this is emphasised in mathematics specific competence 1: “Interpret everyday situations by providing a mathematical representation of them using concepts, tools and strategies to analyse the most relevant information” (Decreto 157/ 2022, p. 100). Students will count the number of waste items in each container. Afterwards, they will again make bar charts and tables to collect this information visually. It is also proposed that they make approximations and rounding of this data. Finally, they will have to do operations, such as multiplication or division, with the number of waste items in each container. An example of this last task is the following: “Multiply the number of waste items in the yellow container by the number of waste items in the blue one”. Through this activity, the following contents of the Mathematics area of Decreto 61/2022 will be worked on: “Various counting strategies (...) in everyday situations” (p. 101), from the “counting” block; estimations and approximations, framed in the “quantity” block; and, lastly, “strategies to recognise which simple or combined operations (addition, subtraction, multiplication, division) are useful to solve contextualised situations” (p. 102), from the “operations” block. All these contents are framed in the main block of “numbers and operations”. 4.6.2.6. Arts. This activity, which is called, “eco-friendly collages”, consists of making a collage using the waste found in the school. According to the definition offered by Cran (2016), collage is an artistic technique in which papers and different objects are glued juxtaposed on a surface. Students will probably be familiar with this procedure thanks to the Spanish painter Picasso. However, this project proposes an approach to this technique from the perspective of a Brazilian artist: Vik Muniz. The works of this painter became popular thanks to the transformation of waste from one of the largest landfills in Brazil into works of art. After observing the deplorable situation in which the landfill workers were living, he decided to transform the rubbish they were surrounded by into art and donate the money raised. Thus, thanks to the work produced by this author, a practical example of one of the 3Rs, reuse, is provided. Students will realise that waste can also be reused to create art, even though these objects tend not to be associated with artistic activity. Likewise, they will discover that one of the functions of art is to encourage social transformation (Milbrandt, 2010). Although pupils are probably more acquainted with art as a means to explore one’s own feelings (Reid, 1966), it is important that they discover that art can also have an instrumental function. It is 54 de 100 Applying CLIL in real-life contexts through Service-Learning essential to get this idea across to students, as they may consider art as a suitable option for proposing improvements to the problem in which their community is immersed. In order to carry out this activity, Vik Muniz and examples of his works will first be presented, explaining the reasons that led to their creation. After this, students will be divided into five groups, and each group will be distributed to a different table. On each of these tables, different types of waste that have been found at school will be placed. Students will be asked to make a collage using waste, following Vik Muniz’s example. However, creativity will be encouraged, as there will be no guidelines for making them. Pupils can express their emotions through the collage, or denounce the problem that the school is experiencing, addressing the two functions of art that they know so far. In addition, the contents of “artistic works (...) of different aesthetic currents, origins and periods produced by international creators (...)” (p. 52) and the creative process, of the blocks “reception and analysis” and “creation and interpretation” of the area of Plastic and Visual Education (Decreto 61/2022) are addressed. In the same line, specific competences 1 and 3 are covered: “To discover artistic proposals of different genres, styles, periods and cultures, to develop curiosity and respect for diversity” (p.51) and “to express an communicate ideas, feelings and emotions in a creative way (...) to produce one’s own works” (p. 51). Finally, this activity contributes to the development of the following key competences of the Madrid curriculum: “citizenship competence” and “competence in cultural awareness and expression” (Decreto 61/2022). By approaching interculturality from Muniz’s work, students are invited to reflect on the social reality in which certain populations live immersed. This promotes social awareness and critical analysis of reality, as his paintings inspire reflection on social injustices and how to build a more equitable world. Furthermore, the use of everyday materials of these Brazilian citizens can lead to discussions on how Muniz challenges traditional artistic conventions to help the citizens of his country. 4.6.3. Phase 3: Solution proposals At this stage, students have already acquired knowledge of various disciplines through the English language, and developed skills, competences and attitudes linked to recycling and care for the environment. They are therefore ready to propose solutions to improve the waste management situation in their local community or school. The essence of this phase is that pupils take on the role of active agents to improve their community (Martín, 2010). It is therefore up to them to use all the tools with which they have been equipped throughout the project to propose solutions. These solution proposals depend on the context in which the problem is dealt, as well as on the students who participate in the project, since each group of pupils has specific characteristics, and the learning that is drawn can be different, too. 55 de 100 Alicia Hernández García The students of Nuestra Señora del Lucero school (Madrid) proposed the creation of a rap to raise awareness among the school community about recycling and thus improve the waste pollution situation in their school. It was created by using an artificial intelligence (AI) application: SunoAI. Following the growing popularity of ChatGPT over the past year, the students found an AI tool to create songs. For its elaboration, they first decided on the key words they had learnt during the project, such as: recycling, environment, reuse, sustainability, pollution, waste, etc. Then, they agreed on the message they wanted to convey through the song, which in this case was to raise awareness about the importance of recycling at school and teach the school community how to do it. Afterwards, they wrote the prompt with this information and entered it into the AI application. In just a few seconds, this tool created several songs. They listened to all the options and chose the one that best suited their goals and interests. This music-making process offers emotional benefits as well, since children feel great freedom and happiness, which makes them enjoy their creative activity (Volchegorskaya & Nogina, 2014). Besides, the creation of songs reflects an authentic use of language (Ludke, 2019). It is undeniable that we are surrounded by technological devices all the time and that they influence the way we communicate, interact and behave with each other. These digital tools are rapidly progressing, as has been witnessed with the emergence of an increasing number of AI tools. AI also has an impact on the educational context, as it has the potential to reshape the way teachers and learners engage in learning, improving its quality and promoting more personalised learning (Negoiță & Popescu, 2023). Not only is this learning more individualised, but it is also more adapted to the profile of today’s learners. In short, the virtual era in which we are immersed demands digitally competent individuals who know how to make appropriate and responsible use of new technologies. Therefore, rather than being seen as a risk, AI should be regarded as a tool that makes life easier and whose potential allows maximising the benefits of the learning process. Indeed, it makes sense to introduce this virtual tool in the education context to prepare students for an AI-led future (Negoiță & Popescu, 2023). Through this activity, students developed specific competence 4 of the Technology and Robotics area of Decreto 61/2022: “Know and value the possibilities of artificial intelligence to act with machines or systems in a way that facilitates work and gradually improves it” (p. 122). Moreover, they worked on the following content of the block “artificial intelligence”: “use of simple computer applications for computers and mobile devices and introduction to artificial intelligence” (Decreto 61/2022, p. 123). Likewise, through the elaboration of the song, they also covered the content: “Computer applications for (...) recording, reproduction, improvisation and creation of works” (Decreto 61/2022, p. 52), framed in the block “music 56 de 100 Applying CLIL in real-life contexts through Service-Learning and performing arts” of the area of Music. For all these reasons, the activity proposed by the students served to enhance the following key competences: multilingual competence; mathematical competence and competence in science, technology and engineering (STEM); personal, social and learning to learn competence; citizenship competence; and entrepreneurial competence (Decreto 61/2022). 4.6.4. Phase 4: Problem resolution and assessment of the results This phase involves the implementation of those measures proposed by the students in the previous phase to solve the problem. In the case of the students from Nuestra Señora del Lucero school, they gathered the whole school community in the assembly hall to present their song, and explain its message about the importance of recycling in their school to put an end to present pollution. In addition, the recycling rap became the song played over the school loudspeakers at the beginning and end of the school day. The objective of this measure was to foster internalisation of the message, as through daily exposure to the song, the message becomes ingrained in the listeners (Lieberman, 2012). Once these have been implemented, a final process of reflection has to be followed to evaluate the results of the project and the students’ involvement in it. This last reflection, both individually and together, is vital, as it gives meaning to the service and optimises the knowledge learned (Rubio, 2010). In fact, authors such as Martín (2010) argue that there is no educational experience if it has not been reflected upon, otherwise one does not understand how it has contributed to their learning. Therefore, this process enriches the awareness of two essential elements that are integrated into these projects: community service and curricular learning. To begin with, it encourages analysis of the impact that the students’ actions have had on their community. However, this process also facilitates awareness of the why and wherefore of the knowledge and skills developed during the project, with the consequent evaluation of whether or not these have enabled them to provide a quality service (Martín, 2010). In addition to understanding how the content of the various disciplines has enabled them to solve the problem, through this reflection they will also become aware of the values involved in their actions (Martín, 2010). Finally, given that this is an integrated SL and CLIL project, and that the vehicular language is English, in this phase the pupils will be able to reflect on the use they have made of the foreign language for communicative purposes in real situations. A combined approach of quantitative and qualitative methods will be used to evaluate this project. On the one hand, questionnaires will be used to collect information on the opinions, attitudes and satisfaction of students and community members in a standardised way. However, although this quantitative data provides valuable information, open-ended 57 de 100 Alicia Hernández García General degree competencies: Section in the TFG: References-information sources Primary sources Secondary sources 4.5. 4.6. 4.6.2.4. 4.6.3. 5.3. Ball (2016) 15 Palmero (2008) 22 Fuentes et al. (2022) 22 Martínez-Odría (2007) 22 Jagla & Tice (2019) 22 Etzioni (1999) 24 Freire (2014) 24 Pérez-Ibáñez (2014) 37 Instituto Nacional de Estadística (2023) 38 United Nations (s.f.) 38 Gijón (2010) 43 Ministerio de Educación, Formación Profesional y Deportes (2020) 44 Gijón (2010) 45 Wallace & Kupperman (1997) 52 Negoiță & Popescu (2023) 56 CG6. To know and apply techniques for the collection of information through observation or other types of strategies in research, evaluation and innovation processes. 1 3.1.2. 4.6.2.2. 4.6.4. OECD (2023) 5, 12 Galesic & García-Retamero (2010) 49 DeWalt & Dewalt (2011) 58 Kawulich (2005) 58 Franklin & Jordan (1995) 58 CG7. To understand tutorial action and guidance in the educational framework in relation to students and development contexts. 3.2.2.3. 3.3.4. 3.3.5. 4.5. Martínez-Odría (2007) 27, 36 Ausubel (1976) 27 Coyle et al. (2010) 35 Jeronen et al. (2009( 44 CG8.1. To design didactic strategies appropriate to the nature of the specific scientific field, starting from the Primary curriculum, for the area of Experimental Sciences. 4.6.1.1. 4.6.2.3. 4.1. Paz et al. (2014) 38 Wale & Bishaw (2020) 46 Ross et al. (2015) 50 CG8.2. To design didactic strategies appropriate to the nature of the specific scientific field, starting from the Primary curriculum, for the area of Social Sciences. 3.2. 3.2.1. 3.2.2. 4.6.2.4. 3.2.2.5. 3.2.2.6. 3.2.3. 4.6. Fuentes et al. (2022) 22 Dewey (1930) 23 Etzioni (1999) 24 Freire (2014) 24 Pestalozzi (2003) 25 Puig (2010) 25 De la Cerda et al. (2010) 26 Trilla (2010) 26 Furco (2010) 26 Martínez-Odría (2007) 28 Martín (2010) 30 Gijón (2010) 45 Paredes (2016) 51 CG8.3. To design didactic strategies appropriate to the 4.6.6.1. 4.6.6.2. Rampal (2003) 46 Galesic & García-Retamero (2010) 49 64 de 100 Applying CLIL in real-life contexts through Service-Learning General degree competencies: Section in the TFG: References-information sources Primary sources Secondary sources nature of the specific scientific field, starting from the Primary curriculum, for the area of Mathematics. 4.6.2.5. Bavdekar (2015) 49 Clarke & Roche (2018) 54 CG8.4. To design didactic strategies appropriate to the nature of the specific scientific field, starting from the Primary curriculum, for the area of Language and Literature. 1 3 3.1.1. 3.1.2. 3.1.4. 3.3.1. 3.3.2. 3.3.5. 4.6.2.1. 4.6.2.4. Bower et al. (2020) 5, 9 Eurydice (2023) 8 Otto & Cortina-Pérez (2023) 9 Escobar Urmeneta (2019) 9, 10, 13, 19, 33 Baetens (2011) 9 Coyle et al. (2010) 9, 10, 12, 14, 15, 19, 32 Renau & Mas Martí (2018) 10, 11, 15 Cenoz (2015) 10 Klewitz (2021) 11 Dale & Tanner (2018) 11 Baker & Wright (2017) 15 Gilmore (2007) 17 Halbach (2014) 36 Azabdaftari & Mozaheb (2012) 49 Labrador et al. (2014) 52 CG8.5. To design didactic strategies appropriate to the nature of the specific scientific field, starting from the Primary curriculum, for the area of Musical Education. 4.6.3. Volchegorskaya & Nogina (2014) 56 Ludke (2019) 56 CG8.6. To design didactic strategies appropriate to the nature of the specific scientific field, starting from the Primary curriculum, for the area of Plastic and Visual Education. 4.6.2.6. Cran (2016) 54 Milbrandt (2010) 54 Reid (1966) 54 CG8.7. To design didactic strategies appropriate to the nature of the specific scientific field, starting from the Primary curriculum, for the area of Physical Education 4.6.2.5. Talaghir et al. (2017) 53 Fenanlampir (2021) 53 65 de 100 Alicia Hernández García 6. REFERENCES Ahern, A. (2014). The roots of CLIL: Language as the key to learning the primary classroom. In Breeze et al. (Eds.), Integration of Theory and Practice in CLIL (1st ed., pp. 15-36). BRILL. Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Pearson. Ausubel, D. P. (1976). Psicología educativa: un punto de vista cognoscitivo. México, D.F.: Trillas. Azabdaftari, B., & Mozaheb, M. (2012). Comparing vocabulary learning of EFL learners by using two different strategies: mobile learning vs. flashcards. The EUROCALL Review, 20(2), 47-59. https://eric.ed.gov/?id=EJ1064983 Azer, S. A. (2001). Problem-based learning: A critical review of its educational objectives and the rationale for its use. Neurosciences, 6(2), 83-89. Baetens, H. (2011). Language Promotion by European Supra-national Institutions. In O. García (Ed.), Bilingual Education in the 21st Century: a Global Perspective (1st ed., pp. 409-449). John Wiley & Sons. Bajtín, M. M. (1975). The dialogic imagination: Four essays. University of Texas Press. Baker, C., & Wright, W. E. (2017). Foundations of bilingual education and bilingualism. Multilingual matters. Ball, P. (2016). Using language(s) to develop subject competences in CLIL-based practice. Pulso. Revista de educación, 39, 15-34. https://redined.educacion.gob.es/xmlui/bitstream/handle/11162/128603/212-255-1-PB .pdf?sequence=1&isAllowed=y Batlle, R. (2010). El servicio en el aprendizaje servicio. In J. M. Puig (Coord.), Aprendizaje Servicio (ApS): Educación y compromiso cívico (2ª ed., pp. 71-90). GRAÓ. Bavdekar, S. (2015). Using Tables and Graphs for Reporting Data. Journal of The Association of Physicians of India, 63, 59-63. Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: Cognitive Domain. Longmans. Bower, K., Coyle, D., Cross, R., & Chambers, G. (2020). Curriculum Integrated Language Teaching: CLIL in Practice. Cambridge University Press. https://doi.org//10.1017/9781108687867 66 de 100 Applying CLIL in real-life contexts through Service-Learning Boyd, E. M., Fales, A. W. (1983). Reflective Learning: Key to Learning from Experience. Journal of Humanistic Psychology, 23(2), 99-117. https://doi.org/10.1177/0022167883232011 Breeze, R., Llamas, C., Martínez, C., & Tabernero, C. (2014). Integration of Theory and Practice in CLIL. Brill. https://ebookcentral.proquest.com/lib/universidadcomplutense-ebooks/detail.action?d ocID=1686938 Bronfenbrenner, U. (1986). Ecology of the Family as a Context for Human Development: Research Perspectives. Developmental Psychology, 22(6), 723-742. https://doi.org/10.1037/0012-1649.22.6.723 Bronfenbrenner, U. (1994). Ecological models of human development. International encyclopedia of education, 3(2), 37-43. Cairn, R. W., & Kielsmeier, J. C. (Eds.). (1991). Growing hope: A sourcebook on integrating youth service into the school curriculum. Roseville, MN: National Youth Leadership Council. Cenoz, J. (2015). Content-based instruction and content and language integrated learning: the same or different? Language, culture and Curriculum, 28(1), 8-24. https://dx.doi.org/10.1080/07908318.2014.1000922 Cenoz, J., Genesee, F., & Gorter, D. (2013). Critical Analysis of CLIL: Taking Stock and Looking Forward. Applied Linguistics, 35(3), 243-262. https://doi.org/10.1093/applin/amt011 Chiva-Bartoll, O., Lidon, M., & Salvador-García, C. (2020). Can service-learning promote social well-being in primary education students? A mixed method approach. Children and Youth Services Review, 111, 1-8. https://doi.org/10.1016/j.childyouth.2020.104841 Clarke, D., & Roche, A. (2018). Using contextualized tasks to engage students in meaningful and worthwhile mathematics learning. Journal of Mathematical Behavior, 51, 95-108. https://doi.org/10.1016/j.jmathb.2017.11.006 Coleman, J. (1966). Equality of educational opportunity. Washington, DC: U.S. Department of Health, Education, and Welfare, Office of Education, National Center for Educational Statistics. Colomer, J., Pallisera, M., Fullana, J., Burriel, M., & Fernández, R. (2013). Reflective learning in higher education: A comparative analysis. Procedia-Social and Behavioral Sciences, 93, 364-370. https://doi.org/10.1016/j.sbspro.2013.09.204 67 de 100 Alicia Hernández García Comisión Europea (2022). Revisión de la aplicación de la política medioambiental 2022: Informe sobre España. Dirección General de Medio Ambiente de la Comisión Europea. https://environment.ec.europa.eu/system/files/2022-09/Spain%20-%20EIR%20Countr y%20Report%202022%20%28ES%29.PDF Council of the European Union (2002). Presidency Conclusions: Barcelona, 15 and 16 March 2002. https://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/ec/69871.pdf Coyle, D. (2015). Strengthening integrated learning: Towards a new era for pluriliteracies and intercultural learning. Latin American Journal of Content & Language Integrated Learning, 8(2), 84-103. https://doi.org/10.5294/laclil.2015.8.2.2. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press. https://doi.org/10.1017/9781009024549 Cran, R. (2016). Collage in Twentieth-Century Art, Literature, and Culture. Routledge. https://doi.org/10.4324/9781315572680 Cummins, J. (1984). Bilingualism and Special Education: Issues in Assessment and Pedagogy. Multilingual Matters. Cummins, J. (2005). Using IT to Create a Zone of Proximal Development for Academic Language Learning: A Critical Perspective on Trends and Possibilities. In C. Davison (ed.), Information Technology and Innovation in Language Education, pp. 105-126. Hong Kong: Hong Kong University. Dale, L., & Tanner, R. (2018). CLIL Activities: a resource for subject and language teachers. Cambridge University Press. Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms. John Benjamins. Daltor-Puffer, C., Nikula, T., & Smit, U. (2010). Language Use and Language Learning in CLIL Classrooms. John Benjamins Publishing Company. https://ebookcentral.proquest.com/lib/universidadcomplutense-ebooks/detail.action?d ocID=623309 Decreto 61/2022, de 13 de julio, del Consejo de Gobierno, por el que se establece para la Comunidad de Madrid la ordenación y el currículo de la etapa de Educación Primaria. Boletín Oficial de la Comunidad de Madrid, de 18 de julio de 2022. https://www.bocm.es/boletin/CM_Orden_BOCM/2022/07/18/BOCM-20220718-1.PDF 68 de 100 Applying CLIL in real-life contexts through Service-Learning De Graaf, E., & Kolmos, A. (2003). Characteristics of problem-based learning. International journal of engineering education, 19(5), 657-662. De la Cerda, M., Graell, M., Martín, X., Muñoz, A., & Puig, J. M. (2010). Aprendizaje servicio: ejemplos y definiciones. In J. M. Puig (Coord.), Aprendizaje Servicio (ApS): Educación y compromiso cívico (2ª ed., pp. 9-13). GRAÓ. DeWalt, K. M, & DeWalt, B. (2011). Participant observation: A guide for fieldworkers. AltaMira Press. Dewey, J. (1930). Las escuelas de mañana (3ª ed.).Madrid: Librería y Casa Editorial Hernando. Erickson, J., & Anderson, J. (1997). Learning With the Community: Concepts and Models for Service-Learning in Teacher Education. Stylus Publishing, LLC. Escobar Urmeneta, C. (2019). An Introduction to Content and Language Integrated Learning (CLIL) for Teachers and Teacher Educators. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2(1), 7-19. https://doi.org/10.5565/rev/clil.21 Etzioni, A. (1999). La nueva regla de oro: comunidad y moralidad en una sociedad democrática. Paidós. European Commission (24 July 2003). Promoting Language Learning and Linguistic Diversity: An Action Plan 2004 – 2006 [Paper presentation]. Commission of the European Communities, Brussels, Belgium. https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2003:0449:FIN:en:PDF European Commission (2022). Revisión de la aplicación de la política medioambiental 2022: Informe sobre ESPAÑA. https://environment.ec.europa.eu/system/files/2022-09/Spain%20-%20EIR%20Countr y%20Report%202022%20%28ES%29.PDF European Commission, Directorate-General for Education, Youth, Sport and Culture (2006). Content and Language Integrated Learning (CLIL) at school in Europe, Publications Office of the European Union. Eurydice (2023). Key data on teaching languages at school in Europe – 2023 edition, Eurydice report, Publications Office of the European Union, Luxembourg. https://doi.org/10.2797/529032 Facultad de Educación de la Universidad Complutense de Madrid (2024). Guía del Trabajo Fin de Grado del Grado en Maestro en Educación Primaria 2023-2024. 69 de 100 Alicia Hernández García https://educacion.ucm.es/file/guia-tfg-primaria-2023-2024-con-cambios-aceptados-sin -marca-de-agua-ii-1?ver Felten, P., & Clayton, P. (2011). Service-learning. New Directions for Teaching and Learning, 2011(128), 75-84. https://doi.org/10.1002/tl.470 Fenanlampir, A. (2021). The Effect of TGT Model on Student Cognitive Learning Outcomes: The Concept of Relay Running. Al-Ishlah: Jurnal Pendidikan, 13(3), 2595-2606. https://doi.org/10.35445/alishlah.v13i3.1409 Franklin, C., & Jordan, C. (1995). Qualitative assessment: A methodological review. Families in Society, 76(5), 281-295. https://doi.org/10.1177/104438949507600502 Freire, P. (2014). Pedagogy of the Oppressed (3ª ed.). Bloomsbury Academic & Professional. https://ebookcentral.proquest.com/lib/universidadcomplutense-ebooks/detail.action?d ocID=1745456 Fuentes, J. L., Fernández-Salinero, C., & Ahedo, J. (2022). Democracia y tradición en la teoría y práctica educativa del siglo XXI. Narcea. Furco, A. (2010). The community as a resource for learning: an analysis of academic service-learning in primary and secondary education. In H. Dumont, D. Istance, & F. Benavides (Eds.), The nature of learning: using research to inspire practice (pp. 227-250). OECD. https://doi.org/10.1787/9789264086487-en Galesic, M., & García-Retamero, R. (2010). Graph Literacy: A Cross-Cultural Comparison. Medical Decision Making, 31(3), 444-457. https://doi.org/10.1177/0272989X10373805 Gardner, R.C. (2000). Correlation, causation, motivation and second language acquisition. Canadian Psychological Association, 41(1), 1-19. https://login.bucm.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/ correlation-causation-motivation-second-language/docview/220817712/se-2 Gijón, M. (2010). Aprendizaje servicio y necesidades sociales. In J. M. Puig (Coord.), Aprendizaje Servicio (ApS): Educación y compromiso cívico (2ª ed., pp. 53-70). GRAÓ. Gilmore, A. (2004). A comparison of textbook and authentic interactions. ELT Journal, 58(4), 363-374. https://doi-org.bucm.idm.oclc.org/10.1093/elt/58.4.363 Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40, 97-118. https://doi.org/10.1017/S0261444807004144 González, M., & Taronna, A. (2012). New Trends in Early Foreign Language Learning: the Age Factor, CLIL and Languages in Contact. Bridging Research and Good Practices. 70 de 100 Applying CLIL in real-life contexts through Service-Learning Newcastle Cambridge Scholars Publishing. https://ebookcentral.proquest.com/lib/universidadcomplutense-ebooks/detail.action?d ocID=1114268 Halbach, A. (2014). Teaching (in) the foreign language in a CLIL context: Towards a new approach. In Breeze et al. (Eds.), Integration of Theory and Practice in CLIL (1st ed., pp. 1-14). BRILL. Harmer, J. (2015). The Practice of English Language Teaching. Pearson. Instituto Nacional de Estadística (2023). Estadística sobre Recogida y Tratamiento de Residuos: Año 2021. https://www.ine.es/prensa/residuos_2021.pdf Jagla, V., & Tice, K. (2019). Educating Teachers and Tomorrow Students through Service-Learning Pedagogy. Information Age Publishing, INC. Jeronen, E., Jeronen, J., & Raustia, H. (2009). Environmental Education in Finland: A Case Study of Environmental Education in Nature Schools. International Journal of Environmental & Science Education, 4(1), 1-23. https://eric.ed.gov/?id=EJ884383 Kawulich, B. B. (2005). Participant Observation as a Data Collection Method. Forum: Qualitative Social Research, 6(2). https://doi.org/10.17169/fqs-6.2.466 Klewitz, B. (2019). Content and Language Integrated Learning (CLIL): A Methodology of Bilingual Teaching. Ibidem Verlag. https://ebookcentral.proquest.com/lib/universidadcomplutense-ebooks/detail.action?d ocID=6661485 Kolb, D. A. (2015). Experiential Learning: Experience as the Source of Learning and Development. Pearson Education. Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press. Labrador, B., Ramón, N., Alaiz-Moretón, H., Sanjurjo-González, H. (2014). Rhetorical structure and persuasive language in the subgenre of online advertisements. English for Specific Purposes, 34, 38-47. https://doi.org/10.1016/j.esp.2013.10.002 La Moncloa (26 April 2023). El 46,6% de los alumnos y alumnas de Primaria dieron clase en un idioma extranjero el curso pasado. https://www.lamoncloa.gob.es/serviciosdeprensa/notasprensa/educacion/Paginas/20 23/260423-alumnado-idioma-extranjero.aspx Lee, A., Hon, L., Won, J., You, L., Oloke, T., & Kong, S. (2020). The Role of Psychological Proximity and Social Ties Influence in Promoting a Social Media Recycling 71 de 100 Alicia Hernández García Campaign. Environmental communication, 14(4), 431-449. https://doi.org/10.1080/17524032.2019.1677737 Levstik, L., & Tyson, C. (2008). Handbook of Research in Social Studies Education. Routledge. https://doi.org/10.4324/9780203930229 Ley 7/2022, de 8 de abril, de residuos y suelos contaminados para una economía circular. Boletín Oficial del Estado, 85, de 09 de abril de 2022. https://www.boe.es/buscar/act.php?id=BOE-A-2022-5809 Lieberman, D. A. (2012). Human learning and memory. Cambridge University Press. Ludke, K. M. (2019). Songs and Music. In M. Dressman, & R. William (Eds.), The Handbook of Informal Language Learning (203-214). Wiley-Blackwell. https://doi.org/10.1002/9781119472384.ch13 Martín, X. (2010). La pedagogía del aprendizaje servicio. In J. M. Puig (Coord.), Aprendizaje Servicio (ApS): Educación y compromiso cívico (2ª ed., pp. 107-126). GRAÓ. Martínez-Odría, A. (2007). Service-learning o aprendizaje-servicio: la apertura de la escuela a la comunidad local como propuesta de educación para la ciudadanía. Bordón: Revista de pedagogía, 59(4), 627-640. https://dialnet.unirioja.es/servlet/articulo?codigo=2582784 Matos, J., Pedro, A., & Piedade, J. (2019). Integrating Digital Technology in the School Curriculum. International Journal of Emerging Technology in Learning, 14(21), 4-15. https://www.learntechlib.org/p/217202/ Mendía, R. (2012). El Aprendizaje-Servicio como una estrategia inclusiva para superar las barreras del aprendizaje y a la participación. Revista educación inclusiva, 5(1), 71-82. https://hdl.handle.net/11162/228606 Meyer, O. (2010). Towards quality-CLIL: successful planning and teaching strategies. Pulso, 33, 11-29. https://dialnet.unirioja.es/servlet/articulo?codigo=3311569 Milbrandt, M. K. (2010). Understanding the Role of Art in Social Movements and Transformation. Journal of Art for Life, 1(1), 7-18. Ministerio de Educación, Formación Profesional y Deportes (2020). Marco estratégico de Educación y Formación ET2020. https://www.educacionfpydeportes.gob.es/mc/redie-eurydice/espacio-europeo-educac ion/contexto-politico/antecedentes/et2020.html Ministerio de Inclusión, Seguridad Social y Migraciones (2022). Informe sobre la Integración de los Estudiantes Extranjeros en el Sistema Educativo Español. 72 de 100 Applying CLIL in real-life contexts through Service-Learning https://www.inclusion.gob.es/oberaxe/ficheros/ejes/analisis/Pres_integracion_sistema educativo71022.pdf Negoiță, D. O., & M. A. M. Popescu (December 2023). The use of Artificial Intelligence in Education. International Conference of Management and Industrial Engineering. Bucharest, Romania. https://doi.org/10.56177/11icmie2023.43 Nilsson, M., Ferholt, B., & Lecusay, R. (2018). The playing-exploring child: Reconceptualizing the relationship between play and learning in early childhood education. Contemporary Issues in Early Childhood, 19(3), 231-245. https://doi.org/10.1177/1463949117710800 OECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing. https://doi.org/10.1787/53f23881-en Otto, A. & Cortina-Pérez, B. (2023). Handbook of CLIL in Pre-primary Education. Springer International Publishing AG. Páez, M., & Puig, J. M. (2013). La reflexión en el Aprendizaje-Servicio. Revista Internacional de Educación para la Justicia Social, 2(2), 13-32. https://doi.org/10.15366/riejs2013.2.2.001 Palmero, M. L. (2008). La teoría del aprendizaje significativo en la perspectiva de la psicología cognitiva. Ediciones Octaedro. Paredes, M. C. (2016). La Educación Intercultural. Revista Scientific, 1(2), 162-180. https://doi.org/10.29394/scientific.issn.2542-2987.2016.1.2.10.162-180 Parker, R., Thomsen, B., & Berry, A. (2022). Learning Through Play at School: A Framework for Policy and Practice. Frontiers in Education, 7, 1-12. https://doi.org/10.3389/feduc.2022.751801 Paz, L., Avendaño, W., & Parada-Trujillo, A. (2014). Desarrollo conceptual de la educación ambiental en el contexto colombiano. Luna Azul, 39, 250-270. https://revistasojs.ucaldas.edu.co/index.php/lunazul/article/view/1770 Pérez-Ibáñez, I. (2014). Addressing our students’ needs: Combined task-based and project-based methodology in second language and CLIL courses. In R. Breeze, C. Llamas, C. Martínez, & C. Tabernero (Eds.), Integration of theory and practice in CLIL (97-110). BRILL. https://doi.org/10.1163/9789401210614_007 Pestalozzi, J. (1885). Leonard and Gertrude. Boston: D.C. Heath. 73 de 100 Alicia Hernández García questions aloud to solve possible doubts 2.Students answer the questions To synthesise one’s own ideas about recycling Communication Language of learning Recycling keywords (types of waste, containers, etc.) Language for learning Language for answering questions Language for expressing one’s own opinions Language for describing Language through learning Language through writing one’s own reflections Cognition To evaluate one’s own knowledge of recycling Culture To understand how recycling culture impacts the environment Phase 2: Selection of content 1.Eco-ch allenge: waste sorting 45 min 1.Place flashcards of the most common waste on the blackboard 2.Associate the pictures of the waste with their written Groups of 5 students Flashcards 4 containers CLIL elements Content Knowledge Names of different types of waste and of the main containers Skills Reading, speaking & listening To classify different types of waste in the appropriate container Communication Language of learning Waste vocabulary (plastic bottle, can, leftovers…) & name of containers Language for learning Language for expressing existence (to be; there is/ there are) Language to express capacity (can / can’t) Language for affirming or denying 80 de 100 Applying CLIL in real-life contexts through Service-Learning names in English 3.Classify the different waste in the appropriate container by groups Language for interacting with peers Language for engaging in games Language through learning Language through peer interaction Cognition To remember the names of different types of waste and of the main containers To apply recycling techniques to complete the game Culture Culture is not addressed 2.Lookin g at the world through graphics 1h15min 1.Explanation of tables and bar charts (steps, aim) 2.Elaboration of tables to list the name of the waste and the number of times observed 3.Elaboration of bar charts to quickly identify the least recycled waste at Groups of 5 Notebook Pencils Ruler Compass CLIL elements Content Knowledge Representation of quantitative data through tables and bar charts Names of different types of waste & school areas Skills Speaking, listening & writing To design tables and bar charts to represent the data collected To identify which waste is the least recycled in each school area Communication Language of learning Vocabulary related to tables and bar charts Different types of waste vocabulary Language for learning Language for describing the steps in the design of tables and bar charts Language for interpreting information Language through learning Language through tables and bar charts elaboration 81 de 100 Alicia Hernández García school Cognition To create tables and bar graphs to represent quantitative data To read quantitative data through tables and bar charts To draw relevant conclusions from tables and bar charts To remember the name of different types of waste Culture To understand how culture influences recycling practices at school 3.Plastic seas 45 min 1.The teacher places water, animal toys and plants in the container (sea). 2.Reflection questions 3.The teacher introduces plastic waste in the water 4.Reflection questions 5.The teacher introduces oil in the water. 6.Reflection questions Whole group Large transparent container Water Marine animal toys Plants Plastic waste CLIL elements Content Knowledge Plastic pollution in seas and oceans due to human activity Skills Listening & speaking To distinguish the natural situation of the seas from that resulting from human pollution Communication Language of learning Plastic waste vocabulary Vocabulary related to seas (eg. animals) Language for learning Language for making hypothesis Language for conducting experiments Language through learning Language through discussion and exchange of ideas Cognition To understand sea pollution as a consequence of human actions To think of measures to prevent sea pollution To make hypotheses on pollution of the seas Culture To understand how cultural attitudes towards plastic use pollute the seas 82 de 100 Applying CLIL in real-life contexts through Service-Learning 4.Recycl e radar 1h30min 1.The teacher explains a Finnish measure to promote recycling 2.Students search for other international campaigns on the Internet 3.Ideas are shared to open a group discussion 4.Recycling advertisement s are analysed Whole group & individual Tablets CLIL elements Content Knowledge Other countries’ measures to promote recycling & the use of rhetorical structures in recycling advertisements Skills Reading, writing, speaking & listening To search for measures to promote recycling in other countries on the Internet To analyse the messages conveyed in advertisements Communication Language of learning Recycling keywords Names of countries Language for learning Language for discussing Language for searching information on the Internet Language through learning Language through online information search Language through group discussion Cognition To evaluate the relevance of online information To analyse how language is used persuasively to influence people To question the information present in advertisements Culture To learn about other countries’ recycling practices to promote intercultural collaboration 5.Recycli ng relay 45 min 1.Students, divided in two groups, must pick up waste 2 groups (1st part) Groups of 5 students (2nd part) Different types of waste Four rubbish containers CLIL elements Content Knowledge Name of waste items and containers Skills Speaking & listening & writing To design tables and bar charts to collect information To do operations with everyday items 83 de 100 Alicia Hernández García products, name them, and place them in the appropriate container 2.Pupils count the number of waste items in each container 3.Students make tables and bar charts to collect this information 4.Pupils make operations, approximation s and roundings with this information To run and change directions Communication Language of learning Waste items and containers vocabulary Vocabulary related to tables, bar charts & operations (multiply, divide) Language for learning Language for counting Language for describing the steps in the design of tables and bar charts Language for interpreting information Language for doing operations Language through learning Language through games Language through peer interaction Cognition To remember the names of different types of waste and of the main containers To apply recycling techniques to complete the game To create tables and bar graphs to represent quantitative data Culture Culture is not addressed 6.Eco-frie ndly collages 45 min 1.The teacher presents Vik Muniz and his collages. This technique is explained. 2. The Individual Waste items Coloured cardboards Glue CLIL elements Content Knowledge Vik Muniz’s paintings Arts as tool for social transformation 3Rs practices (recycle, reuse, reduce) Skills Speaking & listening To reuse waste to create collages Communication Language of learning Name of waste items Artistic terms (artwork, texture…) 84 de 100 Applying CLIL in real-life contexts through Service-Learning teacher explains that Muniz reused waste to create art, and that art was used to transform social reality. 2.Pupils create their own collages Language for learning Language for creating artworks (cut, stick…) Language for following instructions Language for selecting materials Language for expressing ideas, emotions & purposes Language through learning Language through ideas sharing Language through peer interaction Cognition To combine different elements to create collages To plan how to make the collage To reflect on one’s own ideas and feelings Culture To know international artists and their artworks To reflect on the social reality in which certain Brazilians are immersed Phase 3: Solution proposals Eco-warri ors rap 60 minutes 1.Students agree on recycling keywords & message they want to convey 2.Pupils write the prompt on SunoAI Whole class Computer AI software (SunoAI) CLIL elements Content Knowledge The use of AI tools to create songs Recycling keywords Skills Speaking, listening & writing To use SunoAI to create a rap that fosters recycling at school Communication Language of learning Recycling keywords Language related to AI tools (eg. prompt) Language for learning Language for agreeing/disagree with peers Language for discussion Language for sharing of ideas Language for expressing preference 85 de 100 Alicia Hernández García 3.Students listen to all the song options and choose the one that suits best their goal Language through learning Language through peer interaction Language through Internet use Cognition To remember recycling keywords To select the most important keywords and song options according to demands To understand that AI can be used to create songs Culture To understand the impact of AI on culture and society Phase 4: Problem resolution & assessment of the results Final reflection 45 min Students complete a questionnaire made of quantitative and qualitative questions to reflect on their learning outcomes, performance in the project and use of the foreign language. Individual & group Rubrics Questionnair es CLIL elements Content Knowledge Revision of all recycling content, skills, attitudes and competences covered Skills Reading & writing To integrate all the learning to answer the questionnaire Communication Language of learning Recycling vocabulary (eg. waste items & containers) Language for learning Language to answer questions Language to describe Language through learning Language through reflection Cognition To assess and reflect on one’s own learning and performance in the project Culture To reflect on the role of recycling in one’s own and other cultures 86 de 100 Applying CLIL in real-life contexts through Service-Learning 8.2. Appendix 2: Investigation of the recycling situation in the school Investigation of the recycling situation in the school environment Observations Playground General description of this area (clean, contaminated, etc.): Number of containers: Condition of containers (clean, full, dirty, etc.): Recycling problems identified: Types of waste observed (specify typology and number): Type of waste most frequently generated: Teacher’s room General description of this area (clean, contaminated, etc.): Number of containers: Condition of containers (clean, full, dirty, etc.): Recycling problems identified: Types of waste observed (specify typology and number): Type of waste most frequently generated: Dining room General description of this area (clean, contaminated, etc.): Number of containers: Condition of containers (clean, full, dirty, etc.): Recycling problems identified: Types of waste observed (specify typology and number): 87 de 100 Alicia Hernández García Type of waste most frequently generated: Entrance General description of this area (clean, contaminated, etc.): Number of containers: Condition of containers (clean, full, dirty, etc.): Recycling problems identified: Types of waste observed (specify typology and number): Type of waste most frequently generated: Classrooms General description of this area (clean, contaminated, etc.): Number of containers: Condition of containers (clean, full, dirty, etc.): Recycling problems identified: Types of waste observed (specify typology and number): Type of waste most frequently generated: Others: ____________ Reflections ● What surprised you most about the recycling situation in the school? ● How do you feel about this situation? ● Do you think that waste management at this school is a problem? ● Do you think it is important to improve the recycling situation in our school? Why? 88 de 100 Applying CLIL in real-life contexts through Service-Learning 8.3. Appendix 3: Teacher’s guide on questions to guide the initial reflection process Teacher’s guide Identification of the problem in the school / local community ● Do you consider the school / street / park to be polluted? Why? Was the rubbish placed on the ground or in the bins? ● Which areas of the school are most polluted? ● What are the most common types of rubbish that you found? Attitudes of care for the environment and linking the problem to one’s own practices ● How did you feel when you saw the polluted areas? ● What do you do to prevent environmental pollution? Do you recycle? How? Extrapolation of the problem to the wider society ● Do you think that this problem you have observed in the school / local community also occurs globally? ● Is pollution a human problem? Why do you think people choose to throw rubbish on the ground when there are bins? ● Why is it necessary to recycle and what are the consequences of not doing so? ● What impact does rubbish have on the environment? Student participation in the search for solutions ● What could we do to reduce the amount of waste at school? ● Would you like to help the school / local community in waste management and solve this problem? ● What measures could we take to encourage recycling in our school / community? 89 de 100 Alicia Hernández García objectives of the project. suitable for the age of the class, and in general address well the contents and objectives of the project. for the age of the class, and address the contents and objectives of the project excellently. Relationship with students & community There has been a failure to foster student-community collaboration and to act as a guide for students to foster their autonomy. Student-community collaboration has been fostered, but there are improvements in the teaching role of guiding students to foster their autonomy. Student-community collaboration has been highly fostered, and the guiding role of the teacher has contributed greatly to the promotion of student autonomy. Assessment of students’ learning Assessment methods are not appropriate for measuring student learning and analysing the impact of the project on the community. Assessment methods are effective and provide valuable information on student learning and on the impact of the project on the community. Assessment methods are effective and provide valuable information on student learning and on the impact of the project on the community. Reflection and future improvements There has been no reflection on one’s own performance, nor have areas for improvement been identified. A detailed reflection on one’s own performance has been carried out, but no areas for improvement have been identified. A detailed, in-depth and critical reflection on one’s own performance has been carried out, identifying areas for improvement in one’s own teaching practices and in the project, as well as planning specific actions for such improvement. 96 de 100 Applying CLIL in real-life contexts through Service-Learning 8.9. Appendix 9: Teacher evaluation of students’ solution proposals Evaluation of students’ solution proposals Criteria Unsatisfactory Adequate Excellent Quality of the proposal The proposal is vague or incoherent, and does not address the problem adequately. The proposal is coherent and addresses the problem adequately, but could be more elaborated. The proposal is coherent, addresses the problem effectively, and provides a well-developed solution. Presentation and clarity The presentation of the proposal is confusing, lacks clarity and the ideas are not organised. The presentation of the proposal is clear, but the organisation of ideas could be improved. The presentation of the proposal is clear and the ideas are well organised. Content, language and service connection The connection between the academic content, foreign language and community service of the proposal is superficial. The connection between the academic content, foreign language and community service of the proposal is good, but could be improved. The connection between the academic content, foreign language and community service is deep and meaningful. Connection of ideas from different areas The proposal does not integrate knowledge from different curricular areas. The proposal integrates some knowledge from different curricular areas. The proposal integrates knowledge from different curricular areas, showing a strong interdisciplinary understanding. Creativity The proposal is not creative or innovative in the presentation of ideas or in solving the problem. The proposal shows an adequate level of creativity in the presentation of ideas and in solving the problem, but is not innovative. The proposal shows a high level of creativity and innovation in the presentation of ideas and in solving the problem. Viability The proposal is unrealistic, or difficult to implement given the context or resources available. The proposal is realistic, but may present challenges in implementation. The proposal is realistic and feasible to implement given the context and resources available. Impact The proposal has no potential impact on the resolution of the community problem. The proposal has limited potential impact on the resolution of the community problem. The proposal has significant potential impact on the resolution of the problem, broadly benefiting the community. 97 de 100 Alicia Hernández García 8.10. Appendix 10: Evaluation of the project’s impact on the community Evaluation of the project’s impact on the community Criteria Unsatisfactory Adequate Excellent Waste reduction There is no reduction in the amount of waste in the community. There is a moderate reduction in the amount of waste in the community. There is a significant reduction in the amount of waste in the community. Increased recycling practices No increase in the amount of recycled materials is observed. A moderate increase in the amount of recycled materials is observed. A significant increase in the amount of recycled materials is observed. Behavioural change Few members of the community have shown a favourable change towards following recycling practices. A notable number of the community has shown a favourable behavioural change towards following recycling practices. The majority of community members have shown significant behavioural change towards following recycling practices. Recycling knowledge The community shows limited or no knowledge of correct recycling practices (e.g. not knowing which container to put waste in) The community shows adequate knowledge and applies recycling practices correctly on most occasions. The community shows a high level of knowledge and applies recycling practices correctly and recurrently. Environmental impact There are no significant visible changes in cleanliness and waste management in the community. There are some visible changes in cleanliness and waste management in the community. Significant changes in cleanliness and waste management are observed in the community. 98 de 100 Applying CLIL in real-life contexts through Service-Learning 8.11. Appendix 11: Students quantitative and qualitative evaluation Students self-evaluation 1. Mark how much you agree using the scale below (1strongly disagree, 2disagree, 3neither agree nor disagree, 4-agree, 5-strongly agree). 1 2 3 4 5 I found the contents of the project interesting and necessary to solve the community problem. I learned a lot about the topics addressed in the project. Thanks to the project, I have realised how the different curricular areas are related. I was able to apply knowledge from different curricular areas to solve problems in this project. The activities designed by the teacher contributed to the acquisition of content, competences, skills and attitudes relevant to the project. I used the foreign language during the project and improved my skills. I felt comfortable using the foreign language to communicate during the project. The community service was meaningful in the project. I consider that my actions had a positive impact on the community. I am more socially responsible after participating in the project. I am more prepared to be an active citizen after participating in the project. I care more for the environment after participating in the project. I felt positive emotions during the project (joy, pride, empathy). I felt negative emotions during the project (sadness, anger, frustration). The project helped me to reflect on my values and to develop other values such as empathy or solidarity. My teamwork skills were improved thanks to this project. I developed new skills in the use of digital tools during the project. 99 de 100 Alicia Hernández García 2. Answer the following questions: Write down two measures you have learned to promote recycling in your community: Is recycling important for the care of the environment? Why/ why not? Describe a situation in which you found the use of the foreign language challenging, how you overcame it and how you felt: What impact do you think your participation in the community has had? How did participating in the project make you feel? Describe your emotions. Describe an experience where you felt that teamwork was necessary to overcome a problem. What did you learn from your peers? What did you like most about the project? And the least? What could be improved? Describe the project in one word: 100 de 100