La integració en aules AICLE: quan les mestres creuen fronteres


  • Catalina Cladera Artigues Universitat Autònoma de Barcelona
  • Laura Valdés Sánchez


The process of globalization over the last decades has fostered the appreciation of the learning of foreign languages. In the European context, the learning of English as a second language becomes a priority in the educational systems, which have introduced several bilingual programs. Among these programs, we highlight CLIL (Content and Language Integrated Learning), which consists of the teaching of a non-language subject in English or another foreign language. This approach is often a challenge for teachers due to the lack of teacher education in this field. In this article some classroom interaction sequences are analyzed. Two primary school teachers (each one is a specialist in a different subject) interact with pupils while teaching Science in English.  We aim to comprehend how this integration of content and language is carried out by analyzing the teachers’ focus and the role that plurilingualism plays.


CLIL, coteaching, integration, plurilingualism, primary school


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Author Biography

Catalina Cladera Artigues, Universitat Autònoma de Barcelona

Pimary school teacher in CEIP Son Basca (Mallorca) and master's exstudent at UAB (Research in Education).




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