1
T abajo Fin de Más e
An analysis o ex book ma e ials o
he in eg a ed eaching o His o y and
English in Seconda y Educa ion
Au o
Albe o Ángel Vela Rod igo
Di ec o es
Viole a Delgado C espo
En ique La uen e Millán
FACULTAD DE EDUCACIÓN
2020
2
Abs ac
The impo ance o CLIL and he g ea in e es a ound i can be unde s ood by he new
demands in educa ion and he changing social and economic o ces ha a ec he use o
languages in applied con ex s oday. The TFM he e p esen ed in ends o es ablish he key
elemen s o CLIL me hodology, e iewing he heo e ical and me hodological amewo ks
in o ming CLIL me hodology in o de o iden i y i s basic cha ac e is ics o all ma e ial
designs o ul ill.
The main aim o his pape is o examine o wha ex en hey a e applied in a ex -book o
His o y used in CLIL- lea ning oday in a 2nd yea o Compulso y Seconda y Educa ion
cou se. Fo ha , a lis o en c i e ia has been de eloped o be used as a ele an ool o
eache s when choosing a po en ially e ec i e CLIL ex book o hei classes. They will
ollow he guidelines o wo exis ing CLIL models in e ms o SLA and con en suppo .
Finally, possible niches o imp o emen will ied o be de ec ed, always in o de o
inc ease s uden s’ in e es o he subjec and o help hei con en and language lea ning.
Key wo ds: CLIL, c i e ia o analysis, con en , Compulso y Seconda y Educa ion,
His o y.
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TABLE OF CONTENTS
1.
INTRODUCTION: PURPOSE AND OBJECTIVES ……………………………….
4
2.
THEORETICAL AND CURRICULAR FRAMEWORK…………………………..
6
2.1.
Wha is CLIL?.........................................................................................................
6
2.2.
Wha CLIL model do we use?.................................................................................
7
2.3.
How CLIL mee s and suppo s SLA ……………………………………………..
10
3.
METHODOLOGY.…………………………………………………………………….
18
3.1
P ocedu e………………………………………………………………………….
18
3.2
Ma e ials…………………………………………………………………………..
19
3.3
The ex book chosen………………………………………………………………
20
3.4
Resea ch ool……………………………………………………………………...
20
4.
RESULTS, DISCUSSION AND SUGGESTIONS FOR IMPROVEMENT……….
23
4.1.
How CLIL is his uni ?: analyzing ac i i ies h ough he c i e ia ool………...
23
4.2.
Ac i i ies and mo i a ion: engaging s uden s………………………......................
26
5.
CONCLUSIONS……………………………………………………………………….
31
6.
REFERENCES..………………………………………………………………………..
33
7.
APPENDICES………………………………………………………………………….
34
7.1
Table o C i e ia…………………………………………………………………...
35
7.2
Cu iculum disposi ions o His o y in 2nd ESO………………………………….
37
7.3
Lea ning Uni Ma e ials…………………………………………………………...
39
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1. INTRODUCTION: PURPOSE AND OBJECTIVES
In an inc easingly globalized and in e dependen wo ld, mul ilingualism s ands as an
a icula ing elemen o socie y, which means ha i s ole in school will be key when i
comes o aining new ci izens o he u u e. In his con ex he de elopmen o
communica i e compe ence becomes a p io i y in eaching and CLIL (Con en and
Language In eg a ed Lea ning) esea ch has become he cen e o a en ion, since i exceeds
he me e lea ning o a language and allows he s uden o de elop communica ion skills,
also acili a ing subsequen lea ning.
The p esen disse a ion in ends o es ablish he key elemen s o CLIL me hodology and o
examine o wha ex en hey a e applied in a cou sebook o His o y used in CLIL- lea ning
oday in a pa icula school in A agon (Spain) and o sugges imp o emen s, when possible,
in ega d o ce ain de iciencies de ec ed. The chosen ex book is His o y, Se ies Explo e,
om San illana and Richmond o 2nd yea o Compulso y Seconda y Educa ion.
The e ha e been h ee easons ha ha e led us o choose his subjec o s udy. Fi s , i
esponds o ou academic in e es in mul ilingualism in all i s mani es a ions, as well as in
he p ocess o lea ning languages in gene al e ms. On he o he hand, i gi es us an
oppo uni y o analyze his lea ning model and i s me hodology and o examine how i is
being add essed o eaching His o y. Finally, i allows us o c i ically examine eal
ma e ials wi h he in en ion o analyzing hei con en s wi h he in en ion o de ec ing
possible niches o imp o emen always in o de o inc ease s uden s’ in e es o he
subjec and hei lea ning o bo h con en and language.
The Con en and Language In eg a ed Lea ning (hence o h CLIL) me hodology is a
cogni i e challenge o s uden s, who a e expec ed o de elop hei basic in e pe sonal
communica ion skills and hei compe ence in cogni i e-academic language, expanding
hei ace s o hinking. Consequen ly, i will p epa e s uden s o cope wi h his changing
wo ld and will help hem de elop a sense o global ci izenship, ha ing expe iences which
hey could no ha e had in a monolingual se ing.
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We examine he gi en ma e ials in o de o know whe he hey will allow us o deal wi h
concep s, language and p ocedu es a di e en le els o no . This way we can g ade he
adequacy o he asks o CLIL eaching, and decide how o en ich his ma e ial o he
de elopmen o speci ic compe ences in he subjec o His o y. We a e also planning o
shed mo e ligh on how CLIL mee s SLA equi emen s and how con en can be suppo ed.
Once he ma e ials o s udy we e de ined, we se he ollowing objec i es:
 To e iew he heo e ical and me hodological amewo ks in o ming CLIL
me hodology in o de o iden i y i s basic cha ac e is ics o all ma e ial designs o
in eg a e.
 To unde ake he analysis o he Cu iculum o His o y in Compulso y Seconda y
Educa ion, wi h special a en ion o he 2nd yea : i s con en s, key compe ences and
e alua ion c i e ia.
 To de elop a lis o nine c i e ia o be used as a basic ool o analysis o a His o y
ex book o 2nd yea o ESO.
 To es ablish his lis o c i e ia as a ele an ool o eache s when choosing a CLIL
ex book o hei classes, wi h special a en ion o mo i a ion
Finally, we will u n ou a en ion o he eache s’ oppo uni ies o guide hei s uden s in
he p ocess o lea ning His o y in a second language, so hey can pe cei e English no as an
added di icul y bu as a ehicle o ge ing access o ex a knowledge and sou ces. Fo ha ,
we will apply ou esea ch ool o he analysis o book ac i i ies, ese ing a special space
o hose c i e ia ha seek o ocus specially on mo i a ion.

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2. THEORETICAL AND CURRICULAR FRAMEWORK
The impo ance o CLIL and he g ea in e es a ound i can be unde s ood by he new
demands in educa ion and he changing social and economic o ces ha a ec he use o
languages in applied con ex s oday. We li e in an inc easingly globalized socie y in which
economic and social exchanges ha e a signi ican impac on he lea ning o English as
lingua anca, which is concei ed as a di icul mission by many educa ional sys ems
a ound he wo ld. In ac , he Eu opean Union policies e en ad oca e he use and command
o wo o he languages apa om he na i e one ( e lec ed in he 22nd May 2019 Council
o Eu ope Recommenda ion) wha has d i en CLIL o be seen as one o he mos
app op ia e ools o achie e his objec i e in he as es way. Bu , wha exac ly is CLIL?
2.1. Wha is CLIL?
Con en and Language In eg a ed Lea ning (CLIL) is de ined as a dual- ocused educa ional
app oach in which and addi ional language, such as English in his case, se es as a
ehicula ool o lea ning and eaching bo h con en and language (Ball e . Al., 2015:5)
These wo componen s a e in e ela ed, e en i a deepe a en ion is pu on one o ano he a
a speci ic ime. Tha is o say, CLIL is no a new o m o language educa ion bu a usion o
con en and language lea ning in an inno a i e way, o e coming he me e eaching o a
subjec in English. I is hen an educa ional dual- ocused app oach ha uses se e al o eign
language me hodologies o se e he eaching o speci ic subjec con en in a second
language. As Eu ydice, he Eu opean publishe and desc ip o o na ional educa ion
sys ems, indica ed in 2006, his wo old aims calls o he de elopmen o a special
app oach o eaching a subjec wi h he suppo o a o eign language and no despi e a
o eign language.
The e m CLIL was adop ed in 1991 wi hin he Eu opean Educa ional Space con ex o
desc ibe and design good p ac ice in di e en school bilingual en i onmen s whe e
lea ning and eaching we e de eloped in a second language (Ma sh, Malje s and Ha iala,
2001). Bu CLIL is much mo e han bilingual educa ion, because i enables lea ne s o
mas e speci ic language e minology and p epa es hem o u u e s udies/wo king li e
h ough he suppo o o mal and in o mal language and cogni ion. This way, CLIL is
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pu suing he acquisi ion o a wide ange o subjec compe ences ( om His o y, o
example) and a he same ime he imp o emen o a second language. Bu since con en
has always in ol ed language and ice e sa, he in e es in CLIL lies on he in e p e a ion
o he wo d ‘in eg a ion’, which indica es he eache is esponsible p o iding language
suppo and sca olding cogni ion.
2.2. Wha CLIL model do we use?
CLIL in A agon is egula ed by he BRIT-Model in O de ECD/823/2018, o 18 h May.
This model o Linguis ic Compe ence o and in Fo eign Languages mus espond o he
aining needs o s uden s wi h he aim o a o ing and de elop he necessa y
communica i e compe ence in o eign languages o each he B2 le el o he Common
Eu opean F amewo k o Re e ence o Languages a he end o compulso y schooling.
Since CLIL is always con en -d i en, i in ol es di e en models which can be applied in a
a ie y o ways wi h di e se kind o lea ne s. Maybe one o he mos well-known is he 4
Cs Model (Coyle, Hood and Ma sh, 2010), which is a pedagogical app oach based on ou
componen s: Con en , Communica ion, Cogni ion and Cul u e. This model builds on he
syne gies o in eg a ing lea ning (cogni ion and con en ) and language lea ning
(communica ion and cul u es). Acco ding o his model and e e ing o Con en , s uden s
lea n an academic subjec (eg: Egyp ian a ) h ough an addi ional language suppo and
hey ha e communica ion as he cen al poin o con en and cogni ion. Fo os e ing
Communica ion, s uden s ecei e language ins uc ion, such as speci ic ocabula y suppo ,
al hough he syllabus is no language o ien ed. (eg: he language o easoning: why was
Nubia impo an o Egyp ?).
CLIL p ac i ione s mus also conside Cogni ion when planning a lea ning sequence: he
ins uc ion mus de elop c i ical hinking, which is possible p o iding ex s and ac i i ies
o s uden s o e lec and answe ques ions ha imply a easoning p ocess. Fo example,
when hypo hesizing, hey could be asked a ques ion conside ing he concep ual connec ions
hey could be eady o do, such as hinking abou wha would ha e happened i he
Egyp ians had no de eloped an alphabe . We could use Bloom’s Taxonomy (1956) o
iden i y di e en le els o c i ical hinking since cogni ion is e e ed o he highe o de
8
and lowe o de hinking skills. Those le els o c i ical hinking a e classi ied in o le els o
complexi y and speci ici y, acco ding o cogni i e, a ec i e and senso y domains. Lea ning
a highe le els depends on he acquisi ion o knowledge and skills o ce ain lowe le els.
To wo k cul u al aspec s s uden s a e encou aged o see hemsel es as ci izens o he wo ld,
so hey can de elop an in e na ional awa eness and global unde s anding o His o y.
(G ound and Gue e o, 2014:32). Tha is, i we go back o he example men ioned abo e,
lea ne s could be equi ed o ind ou whe he he e is an e idence o Egyp ian a in hei
coun y and how i a i ed he e, how Egyp ians in luenced hei philosophy and medicine,
which le e s o he alphabe come om Egyp , e c.). Ne e heless, he e is no a single way
o mee ing and eaching CLIL. O he au ho s de eloped hei own model based on he
di icul y o he asks, such as Ball e . al. (2015).
The Compe ency model (Ball, Kelly and Clegg, 2015) is ocused basically on planning
con en s, language and p ocedu es a di e en le els in o de o g ade he di icul y o he
asks. This way, language and con en s a e bo h a ehicle o he de elopmen o speci ic
compe ences in e e y subjec .
The in ellec ual challenge o CLIL implies a cogni i e in eg a ion ha combines di e en
ypes o knowledge: ac ual, concep ual, and p ocedu al. One way o in eg a ing hese h ee
dimensions consis s on using lea ning asks, designing ou ins uc ion a ound hem and
assessing ou s uden s acco ding o he esul s hey ge a e wo king on hem. This
concep o ask comes om he eaching-lea ning p ocess o o eign languages, in which
asks a e p esen ed as a ool o lea ning and a way o con e ge wi h he cu iculum.
To design a ask o CLIL can seem a di icul wo k, bu i is possible o do i in a e y
simila way we design a ask o an EFL class oom (Ellis, 2003). A CLIL ask mus ha e a
clea and speci ic objec i e wha s uden s mus do and wha i is o ) o example, s uden s
need o p epa e a pos e abou he Fall o Rome highligh ing hei main ac o s and i s
consequences o Eu ope du ing he nex h ee cen u ies. They will p esen i o ally in on
o he class a he end o he mon h). Ins uc ions o lea ne ac i i y mus be e y clea and
be isually a ac i e and simple. I will always equi e in e ac ion among s uden s o hem
o p oduce hei own language, which will acili a e hei unde s anding o he concep s o
he subjec . Mo eo e , in CLIL, any ask will ha e a iple p ojec ion in h ee di e en
9
dimensions: hey will each concep ual con en , by means o p ocedu al choices (Ball e .
Al., 2015) bu using speci ic language om he discou se con en . So, con en , p ocedu e
and language will ha e o be conside ed as an in eg a ed ype o con en , ha is, a means o
an end, which is ha o de eloping speci ic compe ences o he His o y a ea. Fo his
eason, con en , p ocedu e and language will ha e o be aken in o accoun when bo h
designing ools and planning p io i ies.
The e a e di e en ways o concep ualizing hese men ioned h ee dimensions. Ball, Kelly,
and Clegg (2015) p oposed a model using he example o a mixing desk. The CLIL eache
will ha e o egula e he di e en di icul y ac o s in a ask in e e y momen o he
didac ic sequence, also choosing o which dimension he/she gi es p io i y depending on he
lea ning objec i es. The dimension wi h he highes olume is he dimension ha he
eache makes he mos ele an . This model is alid o ine- uning e alua ion bu also o
designing asks and es ima ing hei di icul y, in a simila way he Cummins ma ix (1984)
does: used o measu e he combina ion o cogni i e and linguis ic le els o he di e en
asks o a uni .
Fig.1 The CLIL mixing desk. (Ball e . al., 2015)
I we jus hink in he adi ional way o lea ning, he app en ice is concei ed as a passi e
subjec ha ecei es con en ansmi ed by he eache . Tha is, he app en ice should no
build his con en , bu should ep oduce i . Bu i he CLIL eache u ns up he p ocedu al
and language olume con ol by, o example, eading a ele an ex by u ns aloud (eg. he
all o Rome), d awing s uden s’ a en ion o speci ic language (Ba ba ians, socioeconomic
ensions, s a e c isis, e c.), elabo a ing a ocabula y lis in class and w i ing a ex , he
s uden s may in eg a e ha con en mo e deeply.
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2.2.4. Focus on o m
To p o ide s uden s wi h con en knowledge and enhance L2 p o iciency, i is necessa y o
ocus on o m wi hin CLIL lessons, so ha in eg a ion o bo h con en and language is
e ec i ely ca ied ou . In o de o explo e he idea o he ocus on o m, we can d aw on
Ellis (2001), who di e en ia es be ween Focus-onFo mS, which is he adi ional app oach
o g amma eaching, and Focus-on-Fo m which is d awing he a en ion o he lea ne o
language while doing a communica i e ac i i y o ocused on meaning. Fo Pé ez-Vidal
(2007), mos CLIL lessons a e some imes oo communica i e, by which he means ha
lessons end o d aw a en ion p ima ily o meaning and nego ia ion o meaning, lea ing
language apa and using i as a me e ehicle o communica e and no as a goal i sel .
E en ually, his will nega i ely a ec lea ne ou pu . In o de o p e en his and help
lea ne s o ocus on o m, we need o equi e hem o p oduce comp ehensible ou pu , a he
same ime as we p o ide nega i e eedback (Ma io i, 2006). These wo elemen s need o
be in eg a ed in CLIL lessons i we wan ou lea ne s o communica e wi h e ec i i y, o
wha we will also ha e o p o ide hem wi h eedback
2.2.5. E ec i e eedback in CLIL: assessmen o lea ning
Ano he impo an aspec o conside is he ques ion o assessmen , since we ha e language
and con en as key componen s. Gi en ha he e m ‘CLIL’ emphasizes bo h aspec s as i
hey we e equal pa ne s, dese ing he same a en ion. To answe his ques ion we should
hink o wha ype o CLIL sys em we a e implemen ing: so CLIL o ha d CLIL. So
CLIL is ‘language led’, so he assessmen measu es will need o e lec his. The p oblem
lies on how a language eache s should go in hei con en -based ex ension. Bu in Ha d
CLIL, we canno alk abou assessing he language, gi en he subjec -based objec i es and
o e all aims o he cu iculum. No mally, he p ocess-led endencies o CLIL gi e mo e
impo ance o he p ac ice o con inuous and o ma i e assessmen and jus look a he
aspec o he language pa icula i y in CLIL-based summa i e es ing, iden i ying he ways
in which eache s can wa an ai ness o lea ne s being assessed in L2 (Ball, Kelly and

17
Clegg, 2015). Conside ing ou educa ional en i onmen , we will ha e o conside he B i -
A agón egula ion, which says language should only be alued and assess posi i ely.
This does no mean ha eache s should no e alua e i , bu hey canno penalize s uden s
o hei aul s. Ne e heless, his is an unsol ed issue: because hey canno exp ess
hemsel es well, hey canno de elop hei unde s anding o he concep s co ec ly.
The O de ECD/65/2015, o 21s Janua y, which desc ibes he ela ionships be ween
compe encies, con en and e alua ion c i e ia, indica es ha o e alua e complex con en ,
complex ools ha e o be used. This is he essence o CLIL: he p esence o compe ency
con en s. (Ball e . Al, 2015). An op ion o assess in CLIL is he use o ub ics, p ese ing a
oom o language as he only eal ans e sal componen which is common o all subjec
a eas and compe ences and lea ing he es o con en s, being bo h he ehicles o
de eloping he cu icula compe ences.
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3. METHODOLOGY
3.1. P ocedu e
To achie e he men ioned objec i es in sec ion one, he wo king me hod has been as
ollows:
Fi s , a li e a u e esea ch was ca ied ou among he exis ing ma e ials e e ed o CLIL in
he Facul y o Educa ion and Ma ia Moline Lib a ies, as well as consul ing online
esou ces h ough Eu opeana ( he Eu opean Digi al Lib a y). A e ha , we ocused on a
deep eading o he ma e ials selec ed ha ing he RD 1105 2014 on he Basic Cu iculum
o Seconda y Educa ion in o accoun and i s applica ion in A agon h ough he O de
ECD/489/2016, o 26 h May, in o de o know exac ly he main assessmen c i e ia, aims
and compe ences o His o y in he Second Yea o Compulso y Seconda y Educa ion.
A e eading he main e e ences, we c ea ed se e al p oposals o o ganiza ional scheme
a ound which o s a wo king in a d a , un il we ound he one ha bes se ed o achie e
ou objec i es, scheme om which we de eloped he body o his wo k. We bo owed a 2nd
yea o ESO ex -book used o CLIL lessons and we chose a uni abou a opic ha i s ou
pe sonal in e es s ( he Ba oque Eu ope) since we know he con en s be e . We examined
all he ac i i ies o he lesson and classi ied hem acco ding o hei na u e: ac i i ies o
wo k indi idually, ac i i ies o wo k in g oups, ac i i ies sui able o bo h modali ies,
ac i i ies o ac i a ing p e ious knowledge, mul imodali y ac i i ies and ac i i ies o
suppo language. F om ha poin , we s ablished a lis o nine c i e ia, which in oduce
conc e e p oposals o applica ion in o de o co e he main aspec s o he Compe ency
Model (Ball e . Al, 2015): con en s, language and p ocedu es a di e en le els, bu also
ha ing he 4 C’s model (Coyle, Hood & Ma sh, 2010) in o accoun . Once we had ou lis o
c i e ia, we examined ac i i ies one by one looking o hose which mee any o se e al o
hem, e lec ing he numbe and page o he ac i i y in he able in appendix. Wi h all he
in o ma ion collec ed we we e able o w i e ou esul s and conclusions.
19
3.2. Ma e ials
A e es ablishing a concep ual amewo k ha allows unde s anding CLIL me hodologies
b ie ly and in a clea way, we ha e designed ou Resea ch Tool. This ool does no ollow
any speci ic CLIL model bu ies o pu oge he some o he necessa y equi emen s o
mee ing s uden s’ necessi ies when acing lea ning in a second language. Ne e heless, i
akes in o conside a ion some o Coyle’s e al. 4 C’s model a eas (2010), specially he
suppo o con en and communica ion, and he Compe ency model (Ball, Kelly and Clegg,
2015), wo king con en s, language and p ocedu es a di e en le els in o de o g ade he
di icul y o he asks, becoming a ehicle o he de elopmen o speci ic compe ences in
he subjec o His o y. We in end his ool o be ele an and applicable o any ma e ial
analysis o be done in he subjec o His o y o CLIL con ex s oo.
Ou Resea ch Tool has se ed us o analyzing he p esen uni (numbe 9 om he
ex book) en i led as Ba oque Eu ope, which pu sues o each he las wo con en s o
Block 3 om he A agonese Cu iculum o His o y in 2nd ESO: The 17 h cen u y in
Eu ope: au ho i a ian, pa liamen a y and absolu e mona chies. The Thi y Yea s Wa , he
Aus ians and hei policies: Felipe III, Felipe IV and Ca los II / Ba oque a : main
mani es a ions o he cul u e o he 16 h and 17 h cen u ies. These con en s i assessmen
c i e ia C i . GH.3.14. ‘Unde s and and di e en ia e medie al mona chical egimes and
mode n au ho i a ian, pa liamen a y and absolu e mona chies’, C i . GH. 3.15, ‘Know
ea u es o he in e nal policies o he Eu opean mona chies (in pa icula , o he Hispanic
mona chy o he Habsbu g) and o eign policies o he Eu opean s a es o he six een h and
se en een h cen u ies’, C i . GH.3.16 ‘Know he impo ance o some au ho s and wo ks o
hese cen u ies’ .and C i . GH.3.17.’ Discuss he impo ance o Ba oque a in Eu ope and
mee au ho s and ep esen a i e wo ks o a and li e a u e. Use his o ical-a is ic
ocabula y wi h p ecision, inse ing i in he app op ia e con ex ’. All o hem need o
de elop he key compe encies es ablished in he men ioned cu iculum, which can be ound
in Appendix 2.
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3.3. The ex book chosen
The ex book we ha e analyzed in his wo k has been specially designed o implemen ing
he CLIL me hodologies in a His o y cou se yea in a Spanish school. E en so, i lacks
many o he aspec s ha could make i eally e icien as we will see in he o hcoming
sec ion. The book’s name is His o y, Se ies Explo e, om Richmond-San illana, o 2nd
ESO and i is di ided in nine uni s o lessons, co e ing each one a di e en pe iod o he
Uni e sal His o y om he ea ly Middle Ages o he Ba oque. The book is ein o ced wi h
a inal glossa y o use ul his o ical e ms and an appendix o Romanesque and Go hic
a chi ec u e and a s. I also ese es a wo-page ini ial space o in oduce he s uc u e o
i s lessons and ac i i ies, showing pic u es and e ms ha a e de eloped nex o he main
ex in o de o ein o ce inpu .
Al hough we ha e chosen Uni 8 (Ba oque Eu ope) due o ou pe sonal in e es in he
ma e , all uni s om he book ollow one same s uc u e: wo in oduc o y pages wi h la ge
images and ques ions o ac i a e p e ious knowledge and a squa e wi h he main objec i es
o he lesson. Nex , he book de elops i s con en in English as any o he ex book would
do i in Spanish, wi h ac i i ies p esen ed on he sidelines. E e y uni inishes wi h ou
pages ese ed o complemen a y ac i i ies o g ea e ex ension.
3.4. Resea ch ool
Based on he p e ious s eps and on ou esea ch o he li e a u e, we ha e de eloped a ool
in o de o be able o analyze de adequacy o he book design o he CLIL me hodology.
Fo ha , we ha e es ablished ou own en in e connec ed c i e ia o analysis which we
belie e should se e as a guide o de e mine whe he he p esen a ion o con en and
language in he book is compa ible wi h CLIL o no . To elabo a e each c i e ion we ha e
iden i ied some ques ions ha also help o make i mo e applicable.
These c i e ia a e included in he ollowing able (see Appendix 1 o ex a in o ma ion). I
has been ied, he e o e, ha he c i e ia se e o know whe he he ac i i ies mee SLA
necessi ies and hey suppo language and con en acquisi ion. In appendix we also p o ide
an example o he ac i i ies om he ex book mee ing hese c i e ia, some hing ha will be
21
deeply de eloped in he ollowing sec ion, and when possible, a p oposal o imp o emen
will be p esen ed as well.
CRITERIA (wi h e e ences)
SLA* suppo ed
by CLIL
ASPECTS TO COVER
C i . 1. Lea ne s ge oppo uni ies
o use ‘s e ched language’
(Gibbons, 2005:26) wi h
momen s o s uggle ha push
hem o e hink (Swain, 2000).
INT / CO / FOR
/FEED
-Do s uden s ace a gap in L2 wi hin
hei ma e ials so hey become awa e
and modi y hei ou pu ?
-Do ma e ials gi e he chance o
ecei ing eedback a e o mula ing
a hypo hesis?
C i . 2. Ma e ials gi e access o
comp ehensible inpu and models
o new language h ough he same
in o ma ion in a a ie y o ways
(mul imodali y) (K ashen, 1982)
and suppo ou pu a same ime.
IP/ CO / FOR
-Do ma e ials con ain speci ic
e minology and i s equi alen in
in o mal language?
-Do ma e ials o e he same
in o ma ion in di e en channels?
C i . 3. SS ge oppo uni ies o
build on he esou ces o hei
mo he ongue, using L1 in a
s a egic way (Gibbons, 2015:24).
INT/ CO/ FOR
-Do ma e ials gi e SS he
oppo uni y o seek in o ma ion in
L1 be o e s a ing a new subjec ?
-Can SS exp ess any idea in L1 when
hey do no ge con en in L2?
C i . 4. Ac i i ies / con en
p omo e wo k in g oups and pai s
o use ex ended language c ea ing
an explo a o y space in which o
make hinking and easoning
explici . (Gibbons, 2005:32)
INT/ CO/ FOR/
FEED
-Do ma e ials gi e he oppo uni y o
wo k in g oups o pai s?
-Do ma e ials in o m app op ia ely
abou he language SS need o use?
-Do SS can eel mo i a ed o exp ess
hei easoning ecei ing any kind o
language suppo such as ‘s a ing
sen ences’?
C i . 5. Ma e ials os e cogni i e
luency h ough he sca olding o
con en , language and lea ning
skills. (Ball e al. 2015:196)
IP/ INT/ CO/
FOR/ FEED
-Do ma e ials o e any suppo o
make con en mo e comp ehensible?
-Do ma e ials o e language
ocabula y lis s o hinking cha s
ha suppo he assimila ion o
con en ?
C i . 6. Ac i i ies need o be
a ac i e o inc ease s uden s’
mo i a ion (Dö nyei, 1994:281).
FOR / CO
-A e ac i i ies isually a ac i e?
-A e ac i i ies ela ed o SS
in e es s?
-A e ac i i ies designed o show how
he con en hey each can be use ul

22
o daily li e?
C i . 7. Ma e ials p o ide a
‘message o abundancy’
(Gibbons, 2005:42), e e ing o
isuals, diag ams, signi ican
landma ks, a landma k o
keypoin s and simila ools.
IP / CO / FOR
- Do ma e ials o e g aphics, ables,
schemas o simila o make con en
mo e comp ehensible?
C i . 8. Ma e ials help SS o
s ablish ela ions be ween new
concep s and p e ious knowledge
o expe iences hey al eady had.
(Ball e . al. 2015:75)
IP / INT/ CO/
FEED
-Do ma e ials p o ide wo d clouds,
hink cha s, KWL cha s o simila
suppo so SS can emembe wha
hey al eady know?
-Do pic u es help o ac i a e p e ious
knowledge?
-Do he ques ions p esen ed help o
ac i a e p e ious knowledge?
C i . 9. Ac i i ies help o make
o mal/academic w i ing explici
o SS and o con e i in o
in o mal language gi ing a model
o use (Ma sh, 2008).
CO/ FOR
-Do ac i i ies ask SS o ew i ing
academic ex s in o in o mal o
e hinking bo h?
-A e he ules o w i e an academic
ex clea enough h ough ac i i ies?
*SLA Suppo : IP (Inpu ) / INT (In e ac ion) / CO (Comp ehensible Ou pu ) /FOR (Focus on Fo m) /FEED
(Feedback)
23
4. RESULTS, DISCUSSION AND SUGGESTIONS FOR IMPROVEMENT
As o acqui ing a new con en in His o y wi h a CLIL me hodology is basic o in eg a e
con en and language, we a e going o ocus a en ion on how he analyzed ac i i ies help o
acqui e and suppo SLA and con en lea ning.
The analyzed uni is o ganized as any o he single uni o he ex book, p esen ing
in o ma ion in a adi ional way as mos o Spanish ex -books o His o y also do. F om
my own expe ience as a p i a e His o y eache , I ha e wo ked wi h he ex book GH
His o ia 2.1 om Vicens Vi es, and I ha e obse ed he same s uc u e and ac i i y design
in bo h o hem.
In ou CLIL book, ex ual p esen a ion o cu icula con en is e y plain, wi h impo an
e minology in bold cha ac e s hough. This enhances inpu and makes i mo e salien .
Howe e , mos o ac i i ies in his uni do no mee e en one o he c i e ia we ha e
selec ed ega ding o wha a CLIL ma e ial should look like in o de o ul ill i s mission.
Tha is o say, o lea n His o y con en s in L2 and ein o cing compe ences in his non-
na i e language a same ime. Ou lea ne s do no need o lea n g amma necessa ily, bu o
de elop communica i e unc ions o which hey need g amma o . This way, i would be
use ul o build and awa eness o he mos common ypes o sen ence ha equen ly occu
in his kind o his o ical ex s (eg. sen ence s a e s) and o suppo lea ne s o p oduce hem
by hemsel es.
4.1. How CLIL is his uni ?: analyzing ac i i ies h ough he c i e ia ool
One o he main aspec s o p o iding language suppo is he analysis o he cogni i e and
language demands o uni s and ma e ials. S uden s will ha e o pay a en ion o and ollow
he sequence o ideas in he p esen a ion o he opic, gi ing impo ance o he signals he
eache uses o make he o ganiza ion o he discou se clea . They will also need o lea n
some new ocabula y and o use i along wi h he necessa y g amma o pe o m speci ic
communica i e unc ions when alking in g oups. To achie e all his, he eache can alk in
a way ha helps s uden s o unde s and, by g adua ing he di icul y acco ding o he
24
s uden and allowing hem o use L1 in a s a egic way when necessa y in o de o e hink
con en .
This idea o paying a en ion o language and o e hink i is closely connec ed o ou C i . 1
Lea ne s ge oppo uni ies o use ‘s e ched language’ (Gibbons, 2005:26) wi h momen s o
s uggle ha push hem o e hink (Swain, 2000). Fo ha , ac i i ies such as n. 2 om p.
157 and n. 1 om p. 158 o ce s uden s o make a ein e p e a ion o he language hey ha e
seen in he heo e ical body. They need o look a he pic u es o he domes ic sys em and
jobs and o p oduce hei own message a e answe ing he ques ions. They also need o
sea ch o in o ma ion o ein e p e i when w i ing a biog aphy o a alido in 17 h cen u y.
The i s case would also be connec ed o C i . 4 con en p omo e wo k in g oups and pai s
o use ex ended language. Gibbons, 2005:32.
As o C i . 3 SS ge oppo uni ies o build on he esou ces o hei mo he ongue, using
L1 in a s a egic way, (Gibbons, 2015:24) he e a e no ac i i ies in he uni o ien ed his
way, as i could be an in oduc o y ac i i y ha allows hem o in es iga e he his o ical
con ex in ad ance. This way, hey could seek o in o ma ion in hei mo he ongue
(Spanish in ou case) on he In e ne o in lib a ies. The mos app op ia e ac i i y in he
ex book o mee his c i e ion is placed a he beginning o he uni and is en i led Find Ou
Abou : s uden s mus in es iga e some e ms wi hou any speci ic pa e n (eg. he scien i ic
e olu ion, he Spanish Golden Age, e c.)
The uni s a s wi h an a emp o p e ious knowledge ac i a ion h ough ques ions ha
os e e lec ion, bu his is no exclusi e o he CLIL me hodology bu o asks in gene al.
CLIL is eally no hing new. I d aws on p inciples and p ocedu es ha a e associa ed wi h
he communica i e app oach and meaning ul lea ning.
We would also like o highligh some speci ic posi i e aspec s o he uni ha has li le o
do wi h ou c i e ia bu we ind impo an o con en p esen a ion. This is he app op ia e
use o appealing pic u es he book does, which a e e y isual and desc ip i e. Some o
hem p esen con en suppo h ough language de ini ions o indica ions wi h a ows
nea by (in oduc o y pages and p. 166, 168, 169)
25
Iconic desc ip o such as dialogue balloons, keys, s ai s o CD’s a e used o indica e he
na u e o e e y ac i i y, which also helps a ge lea ne s o unde s and how o p oceed. The
same e ec is p oduced by he use o schemas and diag ams, which make con en easie a
i s glance (p. 158-159 wi h he li es o he Habsbu g and mos ele an ac s in hei ime,
o p. 163 whe e we ind he poli ical sys em o he Uni ed P o inces). Bu all his isual
suppo has e y li le o do wi h CLIL me hodology speci ically, since hey a e common o
any kind o ac i i ies a ailable in mos o ex books om any subjec o oday. I would be
mo e o ien ed owa ds i i hey in oduced mul imodali y in p esen ing inpu . Apa om
diag ams, ac i i ies could gi e links o ideos (maybe au ho s could c ea e hei own
ideos, images o exe cises wi h in e ac i e maps in a CD annexed). This way hey could
make inpu comp ehensible (K ashen, 1982) and e en cla i y he con ex o he Ba oque
h ough ilm ecommenda ion. Fo his pe iod o His o y he e a e ele an , in o ma i e
ilms hey could wa ch in English wi h/wi hou sub i les such as Ba y Lyndon (1975),
Ca a aggio (1986) o The man in he i on mask (1998). Sub i ling in he L2 se es also o
enhancing inpu .
A key aspec in CLIL is he suppo and ac i e pa icipa ion o he eache in he lea ning
and eaching p ocess, bo h p esen ing con en and p o iding sca olding o con en and
language when necessa y. None o he ac i i ies o he uni has been designed o wo k wi h
he eache oge he , bu o wo k indi idually o in g oups o s uden s, conside ing he
eache as a me e con olle (Ha me , 1991:236). The uni mee s he cu iculum con en and
assessmen c i e ia, bu i is e y a om mee ing CLIL equi emen s.
Many speaking ac i i y ypes a e possible. As an example we can conside o ead a icles
om his o ical magazines aloud and o ask o ins uc ions among g oups in o de o design
a inal pos e . To o ganize ole-playing speci ic subjec scena ios (eg. a dialogue be ween a
doc o om he 17 h cen u y and one o he 21s cen u y) o o ask open and closed
ques ions om eache o class and om s uden o s uden (abou he consequences o a
popula ion g ow h in he pas and now) can also be use ul.
As a as C i . 2. is conce ned (ma e ials gi e access o comp ehensible inpu and models o
new language h ough he same in o ma ion in a a ie y o ways (mul imodali y) K ashen,
1982), new language (especially new e minology) is in oduced wi hin he main ex
h ough he use o bold le e s and i alics. Ano he way o p esen ing ocabula y in he
32
clouds o ac i i ies o ma ch he beginning o a sen ence wi h i s ending. This would
acili a e also he use o L1 o exp ess some di icul ideas o concep s a i s , in o de o
c ea e hei own wo king ools o help hem du ing he es o he lesson (such as
glossa ies), while helping o make o mal/academic w i ing mo e explici .
In his Uni we canno ind any ac i i ies o echniques which p o ide s uden s wi h he
necessa y sca olding in he use o he language, such as sen ences s a e s, wo d lis s o
subs i u ion ables, which can help s uden s in hei w i ing and speaking p ocess.
All hese sugges ions could imp o e he quali y o he CLIL ex -book analyzed, since hey
can help bo h he ma e ials and he eache o suppo con en , cogni ion and language in a
mo e e icien way. A he same ime, hey would inc ease s uden s’ mo i a ion, since hey
would pe cei e English no as an added di icul y, bu as a ehicle o ge ing access o
‘ex a’ knowledge and sou ces in in e na ional con ex s ha can help hem in hei u u e
ca ee s. In he end, he main pu pose o CLIL is o p epa e s uden s o ace he wo ld o
oday, in which English is omnip esen , so hey can pe cei e and use his language as a
ehicula language wi h which o o e come any ba ie ha p e en s access o he
in o ma ion and i s con en .

33
6. REFERENCES
BALL, P., KELLY, K. & CLEGG. J. (2015): Pu ing CLIL in o P ac ice. Ox o d, England:
OUP.
CHADWICK, T. (2012). Language Awa eness in Teaching: A Toolki o Con en and
Language Teache s. Camb idge, England: CUP.
CHAUDRON, C. (1998). Second language class ooms: Resea ch on eaching and
lea ning. England: CUP.
COYLE, D., HOOD, P. & MARSH, D. (2010). Con en and Language In eg a ed
Language. Camb idge, England: CUP.
COUNCIL OF EUROPE (2019), Council Recommenda ion o 22 May 2019, O icial
Jou nal o he Eu opean Union.
ELLIS, R. (2003). Task-based Language Lea ning and Teaching. England: OUP, 9-10.
GIBBONS, P. (2005). Sca olding Language, Sca olding Lea ning., England: Heinemann.
GRADDOL, D. (2006). English nex : Why global English may mean he end o ‘English as
a o eign language’. London: B i ish Council Publica ions.
HARMER, J. (1991). The p ac ice o English Language Teaching. London / New Yo k.
HEDGE, T. (2000). Teaching and Lea ning in he Language Class oom. England: OUP.
KRASHEN, S. D. (1982). P inciples and P ac ice in Second Language Acquisi ion.
Ox o d, England: Pe gamon P ess.
LLINARES, A. & WHITTAKER, R. (2009). “Teaching and lea ning His o y in seconda y
CLIL class ooms: om speaking o w i ing”. In E. Da ouz & M. Gue ini (eds.), CLIL
ac oss Educa ional Le els: Expe iences om P ima y, Seconda y and Te cia y
Con ex s. Mad id, Spain: San illana.
MARSH, MALJERS AND HARTIALA (2001). P o iling Eu opean CLIL Class ooms :
Languages Open Doo s, Uni e si y o Jy askyla.
MARSH, D. (2009). Teaching wi h Fo eign Languages, England: CUP.
PÉREZ-VIDAL, C. (2007). The Need o Focus on Fo m (FoF) in Con en and Language
In eg a ed App oaches: an Explo a o y S udy, Re is a española de lingüís ica aplicada,
RICHARDS, J. (2006). Communica i e Language Teaching Today, England: CUP:
SWAIN, M. (1985). Communica i e compe ence: Some oles o comp ehensible inpu and
comp ehensible ou pu in i s de elopmen . In S. Gass, & C. Madden.
SWAIN, M. (2000). The Ou pu Hypo hesis and beyond Media ing Acquisi ion h ough
Collabo a i e Dialogue., J. P. Lan ol .
34
7. APPENDIX
35
C i e ia [iden i y sou ce(s) wi h e e ences)]
SLA suppo ed by CLIL
DATA. Examples om ex book:
numbe o ac i i y, page, b ie
desc ip ion.
I
P
IN
T
C
O
FO
R
FEE
D
C i . 1. Lea ne s ge oppo uni ies o use ‘s e ched
language’ (Gibbons, 2005:26) wi h momen s o
s uggle ha push hem o e hink (Swain, 2000).
In e ac ion (INT)
Comp ehensible ou pu (CO)
Focus on o m (FOR)
Ge Feedback (FEED)
n. 2 om p. 157 and n. 1 om p. 158
C i . 2. Ma e ials gi e access o comp ehensible inpu
and models o new language h ough he same
in o ma ion in a a ie y o ways (mul imodali y)
(K ashen, 1982) and suppo ou pu a same ime.
IP/ CO / FOR
p. 166 and 172
C i .3. SS ge oppo uni ies o build on he esou ces o
hei mo he ongue, using L1 in a s a egic way
(Gibbons, 2015:24).
INT/ CO/ FOR
------------------------
C i .4. Ac i i ies / con en p omo e wo k in g oups and
pai s o use ex ended language c ea ing an explo a o y
space in which o make hinking and easoning
explici . (Gibbons, 2005:32)
INT/ CO/ FOR/ FEED
n.1 om p. 156
n. 2 om p. 157
n.2 om p. 159
n.5 and 6 om p. 161
36
n.1 om p. 166
n.1 om 173
C i . 5. Ma e ials os e cogni i e luency h ough he
sca olding o con en , language and lea ning skills.
(Ball e al. 2015:196)
IP/ INT/ CO/ FOR/ FEED
Schema om p. 163, 169 and 171.
C i . 6. Ac i i ies need o be a ac i e o inc ease
s uden s’ mo i a ion (Dö nyei, 1994:281).
FOR / CO
n. 1 om p. 170
n.2 om p. 157
n. 2 om p. 167
C i .7. Ma e ials p o ide a ‘message o abundancy’
(Gibbons, 2005:42), e e ing o isuals, diag ams,
signi ican landma ks, a landma k o keypoin s and
simila ools.
IP / CO / FOR
-------------------------
C i .8. Ma e ials help SS o s ablish ela ions be ween
new concep s and p e ious knowledge o expe iences
hey al eady had. (Ball e . al. 2015:75)
IP / INT/ CO/ FEED
In oduc o y ques ions om p. 154-
155.
n. 2 om p. 157
n. 2 om p. 159
n. 1 om p. 169
C i .9. Ac i i ies help o make o mal/academic
w i ing explici o SS and o con e i in o in o mal
language gi ing a model o use (Ma sh, 2008).
CO/ FOR
n. 3 om p. 157, n. 1 om p. 158 and
n. 1 in p. 164.
37
APPENDIX 2: CURRICULUM OF ARAGON FOR HISTORY (2ND YEAR E.S.O.)

38
39
APPENDIX 3. LEARNING UNIT MATERIALS
40
41
48

49
50
51
52
53

54
55
56
57