FACULTAD DE EDUCACIÓN
-CENTRO DE FORMACIÓN DEL PROFESORADO-
G ado en Maes o en Educación P ima ia
T abajo Fin de G ado
APPLYING CLIL IN REAL-LIFE CONTEXTS
THROUGH SERVICE-LEARNING
La aplicación del CLIL en con ex os eales a a és
del Ap endizaje-Se icio
S uden : Alicia He nández Ga cía
Tu o : Ma ía Có doba Gómez
Mad id, June 2024
Edición 2023/2024
Alicia He nández Ga cía
Table o con en s
RESUMEN................................................................................................................................4
ABSTRACT........................................................................................................................................4
PALABRAS CLAVE............................................................................................................................. 4
KEY WORDS..................................................................................................................................... 4
1. INTRODUCTION.................................................................................................................. 5
2. OBJECTIVES OF THE DISSERTATION............................................................................................... 7
2.1. Gene al Objec i es.................................................................................................... 7
2.2. Speci ic Objec i es.............................................................................................................. 7
3. THEORETICAL FRAMEWORK........................................................................................... 7
3.1. CLIL App oach........................................................................................................... 9
3.1.1. CLIL de ini ion and i s ele ance in Eu ope.........................................................9
3.1.2. Cha ac e is ics o CLIL and i s applica ion in he Spanish educa ional sys em 10
3.1.3. The 4cs F amewo k and he Language T ip ych...............................................12
3.1.4. Bene i s o CLIL.................................................................................................15
3.1.5. Sho comings o CLIL........................................................................................17
3.2. Se ice-Lea ning Me hodology.............................................................................. 22
3.2.1. The o igins o Se ice-Lea ning: his o ical backg ound.................................... 22
3.2.2. De ini ion and cha ac e is ics o Se ice-Lea ning............................................25
3.2.3. Bene i s o Se ice-Lea ning.............................................................................30
3.3. In eg a ion o Se ice-Lea ning in o he CLIL app oach......................................31
3.3.1. Conc e e me hodology......................................................................................32
3.3.2. Pu pose o lea ning con en and language...................................................... 33
3.3.3. Applica ion o con en o eal-li e si ua ions.......................................................34
3.3.4. S uden -cen ed lea ning...................................................................................35
3.3.5. Quali y o in e ac ions........................................................................................36
3.3.6. De elopmen o compe ences...........................................................................36
3.3.7.Conclusion on he bene i s o in eg a ing CLIL in o SL...................................... 37
4. EDUCATIONAL PROPOSAL.............................................................................................38
4.1. In oduc ion................................................................................................................ 38
4.2. P ojec Objec i es......................................................................................................40
4.3. Compe ences.............................................................................................................41
4.4. Con en s.....................................................................................................................43
4.5. Me hodology.............................................................................................................. 44
4.6. Ac i i ies.....................................................................................................................45
4.6.1. Phase 1: Iden i ica ion and awa eness o he p oblem..................................... 46
4.6.2. Phase 2: Selec ion o con en ........................................................................... 48
4.6.3. Phase 3: Solu ion p oposals............................................................................. 55
4.6.4. Phase 4: P oblem esolu ion and assessmen o he esul s............................ 57
5. CRITICAL REFLECTION.................................................................................................................59
5.1. Le el o ul ilmen o he objec i es and compe ences....................................... 59
5.2. Limi a ions o he s udy and u u e di ec ions......................................................60
5.3. Conclusions and pe sonal e lec ion.....................................................................61
5.4. Linking o he deg ee compe encies wi hin he disse a ion.............................. 63
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6. REFERENCES............................................................................................................................... 65
7. INDICES............................................................................................................................. 77
7.1. Table index................................................................................................................77
7.2. Figu e index..............................................................................................................77
8. APPENDICES.....................................................................................................................78
8.1. Appendix 1: Lesson plan and in eg a ion o he CLIL elemen s.........................78
8.2. Appendix 2: In es iga ion o he ecycling si ua ion in he school.................... 87
8.3. Appendix 3: Teache ’s guide on ques ions o guide he ini ial e lec ion
p ocess............................................................................................................................ 89
8.4. Appendix 4: S uden s’ ini ial assessmen o de e mine con en selec ion........90
8.5. Appendix 5: Vocabula y lashca ds examples......................................................91
8.6. Appendix 6: Teache ’s guide o conduc he e lec ion p ocess o he
expe imen .......................................................................................................................93
8.7. Appendix 7: Teache ’s guide o p omo e c i ical analysis o ecycling
ad e isemen s................................................................................................................94
8.8. Appendix 8: Teache sel -e alua ion......................................................................95
8.9. Appendix 9: Teache e alua ion o s uden s’ solu ion p oposals.......................97
8.10. Appendix 10: E alua ion o he p ojec ’s impac on he communi y................98
8.11. Appendix 11: S uden s quan i a i e and quali a i e e alua ion........................ 99
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RESUMEN
El AICLE es el en oque po excelencia empleado en los colegios bilingües españoles pa a la
enseñanza in eg ada de lengua ex anje a y con enido cu icula . Pese a su in ención de
p omo e el desa ollo de ciudadanos compe en es en ma e ia lingüís ica, siguiendo las
di ec ices eu opeas, es e obje i o no es log ado debido a la ausencia de opo unidades pa a
usa la lengua ex anje a en con ex os eales. Si bien es cie o que es e en oque cuen a con
nume osos bene icios, es os no son o almen e explo ados debido a la al a de me odologías
que desc iban cómo sus p incipios deben se pues os en p ác ica. Po es e mo i o, el AICLE
se e bene iciado al in eg a se en la me odología Ap endizaje-Se icio, pues los es udian es
ap enden de mane a signi ica i a al usa la lengua ex anje a pa a esol e p oblemas
comuni a ios median e la aplicación p ác ica de con enidos académicos. A su ez, du an e
es e p oceso, desa ollan compe encias y alo es, a a és de la colabo ación con sus
compañe os y con los miemb os de la comunidad. Finalmen e, se incluye en es e abajo un
p oyec o in eg ado de AICLE y ApS que o ece pau as sob e su aplicación p ác ica en las
aulas bilingües de Educación P ima ia.
ABSTRACT
CLIL is he app oach by excellence used in Spanish bilingual schools o he in eg a ed
eaching o o eign language and cu icula con en . Despi e i s in en ion o p omo e he
de elopmen o compe en mul ilingual ci izens, ollowing Eu opean guidelines, his objec i e
is no achie ed due o he absence o oppo uni ies o use he a ge language in eal-li e
con ex s. Al hough his app oach has many bene i s, hese a e no ully exploi ed due o he
lack o me hodologies ha desc ibe how i s p inciples a e o be pu in o p ac ice. Fo his
eason, CLIL bene i s om being in eg a ed in o he Se ice-Lea ning me hodology, as
s uden s lea n in a meaning ul way by using he o eign language o sol e communi y
p oblems h ough he p ac ical applica ion o academic con en . In u n, du ing his p ocess,
hey de elop compe ences and alues h ough collabo a ion wi h hei pee s and communi y
membe s. Finally, his wo k includes an in eg a ed CLIL and SL p ojec which o e s
guidelines on i s p ac ical applica ion in bilingual class ooms in p ima y educa ion.
PALABRAS CLAVE
Compe encia plu ilingüe, ap endizaje signi ica i o, enseñanza del inglés, me odología ac i a,
uso eal de la lengua.
KEY WORDS
Plu ilingual compe ence, meaning ul lea ning, English eaching, ac i e me hodology, eal use
o he language.
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1. INTRODUCTION
Globalisa ion, e idenced by inc eased in e na ional in e ac ions a comme cial, poli ical and
cul u al le els, has signi ican ly aised dialogue be ween coun ies. This has igge ed a
demand o indi iduals who a e p o icien in se e al languages (Vallance, 2015).
Consequen ly, Eu opean educa ion policies ha e placed special emphasis on o eign
language lea ning o ensu e e ec i e in e na ional communica ion and p epa e ci izens o
unc ion in he global ma ke place. An example o hese e o s is he Ac ion Plan o
Language Lea ning designed by he Eu opean Commission in 2002, which posi s he need
o Eu opean ci izens o be p o icien in hei mo he ongue plus wo o eign languages
(Council o he Eu opean Union, 2002). In o de o mee his need, he CLIL (Con en and
Language In eg a ed Lea ning) app oach, which consis s o eaching cu icula con en
h ough a o eign language, was in oduced in he Eu opean educa ional con ex in he 1990s
(Coyle e al., 2010; Bowe e al., 2020). I was p esen ed as an in e es ing educa ional op ion
since, by in eg a ing con en and o eign language, simul aneous lea ning o bo h could be
achie ed (Bake & W igh , 2017). Howe e , despi e he ac ha 40.9% o bilingual eaching
is al eady ca ied ou h ough he CLIL app oach in Spain (La Moncloa, 2023), he esul s
ob ained in ex e nal es s such as PISA con inue o be below a e age (OECD, 2023). This
could be a ibu ed o he ac ha because he app oach is so gene al and b oad and he e is
no conc e e me hodology, i is open o nume ous in e p e a ions, which may esul in
hinde ing i s heo e ical and p ac ical use ulness when implemen ed (Cenoz e al., 2013).
The e o e, could his app oach be inco po a ed in o an exis ing me hodological amewo k o
ensu e he p ope applica ion o CLIL?
On he o he hand, he au ho o his unde g adua e disse a ion has wi nessed du ing he
in e nships in bilingual schools in he Communi y o Mad id ha he applica ion o he CLIL
app oach ends no p o ide oppo uni ies o lea ne s o use he o eign language in eal
con ex s. This, oge he wi h he p edominan use o ex books designed o non-na i e
speake s, educes he quali y o in e ac ions wi h he language by e lec ing a i icial and
un ealis ic dialogues (Gilmo e, 2004). Is he e a way o combine his app oach wi h ano he
me hodology o inc ease he quali y o language in e ac ions by using i in eal-li e si ua ions?
Fu he mo e, he eali y ha su ounds us is inc easingly complex, and challenges a e a ising
ha o ce us o adap o new si ua ions (De la Ce da e al., 2010). This calls o he need o
ain ac i e ci izens who know how o apply knowledge in di e en con ex s o sol e p oblems
and hus espond o he g ea challenges o he 21s cen u y. Indeed, his idea ha s uden s
mus be able o deal wi h social challenges is e lec ed in bo h he Real Dec e o 157/2022
and Dec e o 61/2022, which explains he compe ence app oach o he Spanish educa ional
cu iculum. In o he wo ds, we a e expe iencing a shi om he “wha s uden s know” o o e
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lea ning o “wha s uden s can do”. Howe e , he au ho has also no ed ha he applica ion o
CLIL a school does no usually p o ide oppo uni ies o pupils o apply cu icula con en in
e e yday si ua ions. This p e en s he de elopmen o compe ences, because as i is applied
knowledge, i needs spaces o applica ion (Ba lle, 2010). The e o e, young people end o
see school as emo e om eal li e (E ickson & Ande son, 1997), as hey do no see he
use ulness o he knowledge acqui ed a school ou side his con ex . Hence, ano he
ques ion ha eme ges om his obse a ion is whe he he e is a way o p omo e he
applica ion o cu icula con en in eal-li e si ua ions h ough CLIL.
A e ge ing acquain ed wi h Se ice-Lea ning in he subjec Theo y o Educa ion, o e ed in
he P ima y Educa ion Teache Deg ee, his au ho conside ed ha his inno a i e
me hodology would be use ul in add essing he de iciencies de i ed om an inco ec
applica ion o CLIL. This me hodology combines he simul aneous lea ning o con en , alues
and compe ences wi h he pe o mance o se ices o he communi y (Puig, 2010). In ac ,
Se ice-Lea ning aims o gi e knowledge a social pu pose since s uden s need o apply wha
is lea ned a school o sol e communi y p oblems, leading o he de elopmen o
compe ences. Thus, he main mo i a ion o he selec ion o his opic has been o explo e
how he combina ion o he CLIL app oach and he Se ice-Lea ning me hodology can en ich
he educa ional p ocess in bilingual p ima y con ex s.
This pape aims o add ess he in eg a ion o CLIL in Se ice-Lea ning p ac ices o
encou age he use o he o eign language and he applica ion o cu icula con en in eal-li e
si ua ions, as well as he de elopmen o ac i e social awa eness o lea ne s. The in e es in
s udying such in eg a ion also s ems om he ac ha i can espond o he a o emen ioned
Eu opean educa ion policies which emphasise he need o ain compe en mul ilingual
ci izens who a e able o apply knowledge o a a ie y o si ua ions in o de o sol e social
p oblems.
Fo his pu pose, a heo e ical amewo k which analyses CLIL and Se ice-Lea ning
indi idually o desc ibe how he wo could be combined and he bene i s o doing so is
p o ided. These ideas will be illus a ed in a p ac ical way h ough he design o an in eg a ed
p ojec in which s uden s will ha e o sol e was e mismanagemen in hei school, o which
hey will need o mas e cu icula con en om a ious disciplines ia he o eign language.
Finally, a c i ical e lec ion is p esen ed in o de o analyse he le el o a ainmen o he
objec i es and compe ences o he disse a ion and he deg ee, limi a ions o he s udy and
u u e di ec ions, and he main conclusions d awn om his pape .
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2. OBJECTIVES OF THE DISSERTATION
2.1. Gene al Objec i es
A. To summa ise and in eg a e he con en s which e lec he compe ences acqui ed in
he P ima y Educa ion Teaching Deg ee.
B. To apply he con en and pedagogical lea ning s a egies o di e en a eas o
knowledge.
C. To de elop e lec i e (a gumen a i e), c i ical (analy ic and syn he ic) and scien i ic
(documen ed and e minologically accu a e) hinking skills.
D. To de elop a p ojec which is a uni e si y educa ion le el.
E. To de elop skills and echniques o app op ia e o al and w i en communica ion.
F. To use ICT (In o ma ion and Communica ion Technologies) ele an o he eaching
p o ession. (Facul ad de Educación de la Uni e sidad Complu ense de Mad id, 2024,
p. 14)
2.2. Speci ic Objec i es
a) To iden i y Se ice-Lea ning as a me hodology ha enhances he bene i s o CLIL.
b) To analyse he CLIL app oach and Se ice-Lea ning me hodology indi idually o
iden i y commonali ies and es ablish how hey could bene i each o he .
c) To examine why i would be bene icial o s uden s o engage in eal p oblems in
which hey ha e he oppo uni y o use he o eign language.
d) To desc ibe he bene i s o he applica ion o cu icula con en o eal-li e si ua ions.
e) To show how CLIL and Se ice-Lea ning could be combined o o e eal and
meaning ul lea nings in which s uden s play an ac i e ole.
) To p opose an in e disciplina y lea ning si ua ion in which he CLIL app oach is
applied h ough a Se ice-Lea ning p ojec .
g) To de elop a p oposal ha shows how he combina ion o CLIL and Se ice-Lea ning
os e s mos o he compe ences se ou in he Dec e o 61/2022.
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3. THEORETICAL FRAMEWORK
Globalisa ion is undoub edly changing he way in which di e en socie ies ela e o each
o he and, acco ding o heo is s such as Vallance (2015), his esul s in an inc eased
demand o p o icien indi iduals in se e al languages. Al hough measu es o implemen
language lea ning a y be ween Eu opean coun ies, hey all sha e he desi e o achie e he
bes esul s in he sho es span o ime, especially since he eme gence o global
compa a i e ankings such as he P og amme o In e na ional S uden Assessmen (PISA),
p omo ed by he O ganisa ion o Economic Coope a ion and De elopmen (OECD), as
no ed by Coyle e al. (2010).
Cu en ly, one o he mos esea ched app oaches o bilingual eaching is Con en and
Language In eg a ed Lea ning (CLIL). Gi en i s nume ous bene i s, i has become one o he
mos widely used app oaches h oughou Eu ope. In ac , CLIL p og ammes ha e been
implemen ed in all Eu opean coun ies wi h he excep ion o G eece, Bosnia, He zego ina,
Iceland and Tü kiye (Eu ydice, 2023). The mos ex ended ype o CLIL p og amme, which is
used in 29 o he 34 coun ies wi h a CLIL app oach, consis s o eaching some subjec s in
he na i e language and o he subjec s in he o eign language (Eu ydice, 2023). Howe e ,
al hough his app oach con ibu es o he de elopmen o he mul ilingual compe ence longed
o in he 2002 Ac ion Plan, i s applica ion in he class oom also p esen s sho comings
because eal language use is no e lec ed. The main esou ce o implemen ing his
app oach con inues o be ex books and, as hey a e speci ically designed o non-na i e
speake s, he dialogues ha a e p esen ed a e a i icial and un ealis ic aking in o accoun
he s anda ds o linguis ic use (Gilmo e, 2004; Widdowson, 1998). This, oge he wi h he
lack o oppo uni ies o lea ne s o use he o eign language in eal con ex s, educes he
quali y o in e ac ions wi h he language. The e o e, in o de o con ibu e o he de elopmen
o compe en mul ilingual ci izens, i is necessa y o in ol e lea ne s in eal-li e si ua ions in
which hey ha e he oppo uni y o use he a ge language in meaning ul ways. Thus, CLIL
could bene i om me hodologies such as Se ice-Lea ning, in which s uden s no only use
he o eign language in eal-li e con ex s, bu also play an ac i e ole in ackling social
p oblems.
In his heo e ical amewo k, he mos widesp ead cu en app oach o bilingual eaching in
Eu ope (CLIL) and an inno a i e ac i e me hodology (Se ice-Lea ning) will be analysed in
o de o jus i y he subsequen educa ional p oposal. Fi s ly, sec ion 3.1. explo es he o igins
o CLIL in Eu ope, i s essence and i s cha ac e is ics in o de o iden i y possible
sho comings in he au hen ic use o language. Secondly, sec ion 3.2. add esses he
cha ac e is ics and elemen s o Se ice-Lea ning, wi h special ocus on he ac i e ole o
lea ne s, he applica ion o cu icula con en o sol e eal communi y p oblems and he
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de elopmen o compe ences and alues. Las ly, sec ion 3.3. a gues how he CLIL app oach
could be combined wi h Se ice-Lea ning o maximise he e ec s o bo h, as well as o
p o ide meaning ul lea ning expe iences in which lea ne s use he a ge language in eal-li e
si ua ions.
3.1. CLIL App oach
3.1.1. CLIL de ini ion and i s ele ance in Eu ope
The Ac ion Plan o Language Lea ning designed by he Eu opean Commission in 2002
placed pa icula emphasis on he need o Eu opean ci izens o be p o icien in a leas wo
o eign languages in addi ion o hei mo he ongue (Council o he Eu opean Union, 2002).
The aim o his measu e was o p omo e Eu opean mobili y, social cohesion, in e cul u al
dialogue and economic de elopmen , as well as o p o ec he con inen ’s linguis ic di e si y
in o de o main ain i s cul u al he i age (Bae ens, 2011; Salabe i & Sánchez, 2012). In his
con ex , he p omo ion o o eign language lea ning became a i al goal o Eu opean
go e nmen s o s i e o . In o de o achie e his pu pose and o build a mul ilingual Eu ope,
bilingual educa ion has been p og essi ely implemen ed o e he las wo decades
h oughou he con inen .
One o he majo in luences on he de elopmen o Eu opean bilingual p og ammes was he
Canadian Imme sion, which, despi e e o s, was di icul o ansla e o Eu opean educa ion
(Ruiz, 2010). Consequen ly, he CLIL app oach eme ged in he 1990s as an Eu opean
al e na i e o imme sion p og ammes wi h he aim o de eloping o eign language
compe ence ac oss di e se sec o s o he socie y in a sho span o ime (Bowe e al., 2020;
O o & Co ina-Pé ez, 2023; Escoba U mene a, 2019). I is wo hwhile no ing ha while he
ocus o Canadian imme sion is o achie e na i e o nea -na i e p o iciency in he a ge
language, especially in ecep i e skills, he aim o CLIL is mo e p agma ic, as i ies o
achie e unc ional p o iciency in bo h ecep i e and p oduc i e skills (Bae ens, 2011). Since
CLIL p og ammes ha e he po en ial o de elop compe en ci izens who can unc ion in
se e al languages, his app oach was highligh ed in he Eu opean Commission's Ac ion Plan
o 2004 as making impo an con ibu ions o he Eu opean Union’s language lea ning
objec i es (Eu opean Commission, 2003).
The CLIL app oach, which was coined by Da id Ma sh, s ands o “Con en and Language
In eg a ed Lea ning”. Acco ding o Coyle e al. (2010), i is “a dual- ocused educa ional
app oach in which an addi ional language is used o he lea ning and eaching o bo h
con en and language” (p. 1). The e o e, i is an umb ella e m ha e e s o any kind o
educa ion in which a o eign language is used o each non-linguis ic con en s (O o &
Co ina-Pé ez, 2023).
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pupils a e also augh cu icula subjec s h ough he a ge language, he ime hey a e in
con ac wi h he language is doubled. I can hence be s a ed ha CLIL inc eases he numbe
o con ac hou s wi h he a ge language.
On he o he hand, in addi ion o inc easing exposu e o he language, his app oach also
boos s he quali y o in e ac ions wi h i . Coyle e al. (2010) emphasise ha au hen ici y is key
o success ul lea ning. Thus, building upon his concep , communica ion in CLIL lessons is
au hen ic and meaning ul because he e is a pu pose o using he a ge language: o
con ey subjec -ma e issues. Se e al au ho s ha e poin ed ou ha he au hen ici y o CLIL,
a he han being ound in he use o ma e ial c ea ed o na i e-speake s o he language,
lies in he pu pose o easons o which he language is used (Pinne , 2013; Dal on-Pu e ,
2007). Tha is, he need o use ha language o engage in he class is wha makes hose
in e ac ions meaning ul, leading o au hen ic communica ion.
In addi ion, conside ing Ga dne ’s (2000) heo y o mo i a ion, an essen ial elemen o
mo i a ion is he desi e o lea n he language. Thus, based on he idea se ou in he p e ious
pa ag aph, lea ne s a e mo i a ed because hey uly eel ha hey need o use he a ge
language o cope in he class oom. In his way, no only language lea ning is acili a ed, bu
also he s uden s’ commi men o lea ning he language inc eases. Mo eo e , acco ding o
CLIL p inciples, hanks o his “language using”, hey lea n he a ge language unconsciously
(Renau & Mas Ma í, 2018). In ac , se e al schola s suppo his idea, such as K ashen
(1982), who no es ha g amma ules do no need o be explici ly augh since hey can be
acqui ed subconsciously h ough exposu e o he language. Acco ding o K ashen’s
comp ehensible inpu heo y (1982), we acqui e he language when we unde s and language
ha con ains s uc u es ha a e sligh ly beyond ou cu en compe ence. This
“unde s anding” e e s o he lea ne s being ocused on he meaning o he message, a he
han on he o m. E en a he lowe le els o P ima y Educa ion, pupils will unde s and wha
hei eache means, e en i hey do no unde s and all he wo ds used o he g amma ical
ules in ol ed. Simila ly, when communica ing con en - ela ed issues, s uden s will
concen a e only on he meaning o he message and no on he o m, os e ing
communica i e compe ence and he use o language o p agma ic pu poses. Thus, as he
a ge language is no he objec , bu he means o con eying con en ma e (B eeze e al.,
2014), he p essu e o use he language co ec ly is g ea ly educed. This has a posi i e
in luence on language acquisi ion because, as Ga dne (2000) poin s ou , he a i udes
lea ne s show owa ds language lea ning con ex in luences language acquisi ion because o
he emo ional associa ions s uden s make.
K ashen (1982) belie es ha language can be unde s ood e en i i is abo e one’s own le el
because we use con ex clues and ex a-linguis ic in o ma ion o decode i . This is p ecisely
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
wha happens in he CLIL app oach, as he a ge language is con ex ualised h ough he
con en . Tha is, as language is lea ned in ela ion o he con en o speci ic academic
disciplines, he e is con ex ual suppo o d aw on in o de o unde s and ha language which
is beyond one’s abili y. Unlike ma e ials used in adi ional o eign language lessons, which
highligh speci ic aspec s o he language in isola ion, ma e ials in CLIL a e mo e abou
communica ing a message abou he con en (Gilmo e, 2007). The e o e, i he con en is
abou mammals, all he language used will be ela ed o i . This will signi ican ly acili a e he
comp ehension o he language, as i is lea n wi hin he con ex o ha speci ic opic.
Fo all he abo e easons, CLIL has nume ous bene i s in e ms o simul aneous lea ning o a
o eign language and cu icula con en , doubling he amoun o con ac hou s wi h he a ge
language, as well as inc easing he quali y o in e ac ions wi h i . Howe e , ho ough planning
is equi ed in o de o pu hese p inciples in o p ac ice, which ends no o be he case in
eaching p ac ice. Consequen ly, he objec i es o CLIL, such as he de elopmen o
communica i e compe ence o he p agma ic use o language, end no o be ealised.
3.1.5. Sho comings o CLIL
Acco ding o he p inciples go e ning CLIL, his app oach has many bene i s, as examined
abo e. Howe e , in his sec ion, he “Six Quali y C i e ia o success ul CLIL lessons”,
de eloped by Oli e Meye (2010), will be used as a e e ence o check whe he hese
c i e ia a e ac ually me in p ac ice. In his way, he sho comings o his app oach will be
e iewed so ha imp o emen s can be p oposed.
The i s c i e ion Meye (2010) se s ou o CLIL o be o quali y is he p esence o ich inpu ,
and speci ies ha o i o be ich i mus be au hen ic, meaning ul and challenging. I we
de ine “au hen ic” as he use o ma e ials ha ha e been c ea ed in he a ge language o
indi iduals belonging o ha cul u e (Pinsonneaul , 2014), he esou ces used in CLIL end
no o be au hen ic. Since in mos p og ammes ex books a e designed o o eign language
lea ne s, and no ma e ials c ea ed o na i e speake s o he language a e used, he
language usage hey e lec is a i icial. The eason o his is ha hey do no show eal and
p agma ic use o language acco ding o no mal s anda ds o language use (Widdowson,
1998).
I mo i a ion is c ucial o success ul language lea ning (Bowe e al., 2020), he ma e ials
used need o be meaning ul o lea ne s. Coyle e al. (2010) belie e ha in many coun ies he
cou sebook is s ill he de e minan o class oom p ac ice, bu ha i is no he case in CLIL.
Ne e heless, he eali y is a om wha hese au ho s sugges , as in he cu en Spanish
educa ion sys em, child en con inue o use he ex book o in eg a ed language and con en
lea ning. I is di icul o s uden s o ind he con en p esen ed in a ex book meaning ul i i
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Alicia He nández Ga cía
does no connec wi h hei li es. Thus, i pupils canno ela e wha hey lea n o eal li e, hey
see wha hey lea n as edundan (Widdowson, 1998). In o he wo ds, i hey do no eel hey
need o lea n he language because hey see no eal use o i , hey will no lea n i since he
desi e o lea n a language is essen ial o language de elopmen (Ga dne , 2000). This
si ua ion is wo sened in younge lea ne s, as egocen ism s ill p edomina es in he
p e-ope a ional s ages o a he beginning o he conc e e ope a ional s age, acco ding o he
de elopmen al heo y o Piage (1975). The e o e, eache s mus link bo h language and
con en o he eal wo ld (Renau & Mas Ma í, 2018), especially o wha di ec ly a ec s
s uden s, so hey ind wha hey lea n use ul and meaning ul. Indeed, he e a e schola s,
such as Widdowson (1998), who a gue ha language can only be au hen ic and meaning ul i
i is embedded wi hin a pa icula discou se communi y.
The p esence o challenging inpu can be linked o Meye ’s second c i e ion: “sca olding
lea ning” (Meye , 2010). This concep is based on Vygo sky’s heo y o he Zone o P oximal
De elopmen (ZPD). Acco ding o Vygo sky (1978), he zone o p oximal de elopmen is he
dis ance be ween he child’s cu en le el o de elopmen , which is he le el a which he
child can sol e asks independen ly, and he le el o po en ial de elopmen a which he
in an can comple e asks wi h he assis ance o an adul o a mo e capable pee . Based on
his idea, Wood e al. (1976) de ine sca olding as he means by which an expe helps
someone less expe o ca y ou a ask ha would be beyond his own capabili y. In his
p ocess, he adul o mo e capable pe son simpli ies he ask in o sub asks, so ha he
no ice would pe ec i s hose asks ha a e wi hin his ange o abili y. G adually, he expe
p omo es he no ice’s au onomy by allowing him o pe o m he asks on his own. In his way,
he lea ne de elops he necessa y skills as e han i he had o comple e he asks wi hou
any assis ance (Wood e al., 1976). Building upon hese concep s, CLIL mee s he c i e ion
aking in o accoun he p inciples ha go e n i . The eache , aking he con en as he
s a ing poin , p esen s he g amma ical s uc u es and ocabula y ha s uden s need o
engage in he lessons. Fu he mo e, he e a e asks ha a e challenging and which equi e
HOTS, o which hey a e simpli ied in o simple ones. Consequen ly, lea ne s e ine he
simple cogni i e and linguis ic skills and, wi h he help o he eache , mo e owa ds he
mo e demanding ones. The aim o his p ocess is o s uden s o be ained o hink o
hemsel es and pe o m asks independen ly ha a e use ul o hei li es (Renau & Mas
Ma í, 2018). Howe e , in he Spanish educa ion sys em he e is a endency o s uden s o
passi ely acqui e in o ma ion, which p e en s he de elopmen o HOTS and he skills
needed o cope wi h a globalised wo ld. Young lea ne s do no need a knowledge base ha
is con inually g owing, bu a he hey need o know how o use i in eal li e and, o his, i is
necessa y o p omo e ac i e s uden lea ning (Coyle e al., 2010; Cummins, 2005).
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The hi d c i e ion poin ed ou by Meye (2010) is “ ich in e ac ion and pushed ou pu ”. Gi en
ha in e ac ion in he CLIL class oom is essen ial o language acquisi ion (Coyle e al., 2010;
Escoba U mene a, 2019), CLIL educa o s should no alk much because lea ne s a e no
p epa ed o lea n his way (Renau & Mas Ma í, 2018). Ne e heless, he eali y is a om
his, as he e is s ill a p edominance o a eache -cen ed app oach in he eaching-lea ning
p ocess. This could explain why he le el o mul ilingual compe ence in Spain emains low.
Coyle e al. (2010) a e awa e ha oday’s class oom in e ac ions consis mainly o he
eache asking ques ions, he s uden s esponding, and he eache ’s a i ma ion o ejec ion.
They emphasise ha his ype o exchange se e ely limi s communica ion. Se e al au ho s
s ess he impo ance o social in e ac ion in language acquisi ion, such as Salabe i &
Sánchez (2012), Renau & Mas Ma í (2018) and Baj ín (1975). The la e , in his heo y o
dialogue, a gues ha language is a social phenomenon because linguis ic communica ion
consis s o a dialogue in which meanings a e exchanged. The e o e, a change o mindse is
needed in e ms o CLIL eaching echniques. O he wise, lea ne ou pu will be se e ely
limi ed. Ins ead o p omo ing a passi e ole in which lea ne s a e me ely ecipien s o
in o ma ion, i is pi o al o plan sessions in such a way ha hey play an ac i e ole and a e
gi en oppo uni ies o in e ac wi h hei pee s, using he a ge language in genuine and
meaning ul ways.
The ou h p inciple o CLIL o be success ul is o in oduce he in e cul u al dimension o
p epa e s uden s o be ac i e agen s in an inc easingly globalised wo ld. The e o e, in
addi ion o knowing how o communica e con en in he a ge language, hey mus also be
sensi i e o cul u al codes, alues and belie s, so ha hey a e awa e ha o he cul u es see
hings di e en ly (Meye , 2010). None heless, acco ding o Meye , compa a i e s udies o
a ious ex books used in CLIL p og ammes sugges ha he in e cul u al dimension is no
ye exploi ed o achie e his goal (2010). In ac , i is o en he case ha he only oppo uni y
s uden s ha e o lea n abou a ge cul u e is on conc e e es i i ies, such as S . Pa ick’s
Day. Such a supe icial app oach o o he cul u es ha dly con ibu es o he de elopmen o
in e cul u al compe ence in which s uden s a e exposed o he codes o conduc o cus oms
o o he cul u es. Mo eo e , his objec i e is hampe ed by he ac ha he language shown in
he cou sebooks, being c ea ed speci ically o o eign language lea ne s, is a i icial and
does no show he eal language ha would be used by na i e speake s.
The i h c i e ion conce ns o ganising he lessons in such a way ha hey call upon
high-o de hinking skills (HOTS). In Meye ’s wo ds, e ec i e lea ning calls o he c ea ion o
“en i onmen s in which lea ne s a e engaged, challenged and sa u a ed wi h di e se ypes o
hinking” (2010, p. 21). To his end, i is essen ial o abandon he adi ional eaching
app oach in which he eache assumes a p edominan ly di ec ed ole and, in his way, o
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Alicia He nández Ga cía
encou age ac i e pa icipa ion o s uden s in cons uc ing hei own knowledge. Fo his
pu pose, use can be made o Ande son and K a hwohl’s (2001) axonomy, in which lea ne s
can be guided h ough sca olding o mo e om basic cogni i e skills o mo e complex ones.
The las p inciple equi ed o a CLIL session o be e ec i e is ha i should be based on
“sus ainable lea ning”. Acco ding o Meye (2010), s uden s need o acqui e ac i e lea ning
ha becomes deeply oo ed in hei long- e m memo y, so ha hey can e ie e i and apply
i in eal-li e si ua ions o sol e p oblems. In ac , a he han hinking abou he con en o he
lesson o he language being lea ned, eache s should hink h ough can-do desc ip o s
abou wha hey wan hei s uden s o be able o do a e he lesson (Escoba U mene a,
2019). Ne e heless, a he han p omo ing he de elopmen o compe ences so ha
s uden s know “how o ac ” wi h he knowledge hey ha e acqui ed, he e is a endency o
encou age a passi e acquisi ion o con en , wi hou pupils being able o ela e i o eal li e.
Consequen ly, hey canno ind any use in wha hey lea n beyond he class oom. Fo all his,
his p inciple ends no o be ul illed in eaching p ac ice. A summa y o he six p inciples
ou lined by Meye (2010) o es ing whe he a CLIL lesson is success ul can be seen in
Table 1.
Table 1
Six Quali y C i e ia o success ul CLIL lessons
Numbe o c i e ion
Cha ac e is ics
C i e ion nº 1
Rich inpu (au hen ic, meaning ul and
challenging)
C i e ion nº 2
Sca olding lea ning
C i e ion nº 3
Rich in e ac ion and pushed ou pu
C i e ion nº 4
Adding he in e cul u al dimension
C i e ion nº 5
Make i High-O de Thinking Skills
C i e ion nº 6
Sus ainable lea ning
Table c ea ed by he au ho and based on he quali y p inciples p oposed by Oli e Meye
(2010)
A e ha ing iden i ied ce ain de iciencies and possible imp o emen s o CLIL based on
Meye ’s c i e ia, he au ho will end his sec ion by poin ing ou b ie ly o he sho comings o
he CLIL app oach ha ha e been iden i ied by o he schola s and/o s udies. To begin wi h,
i would be pe inen o ask whe he he in eg a ion ha is a he hea o CLIL eally akes
place. Bae ens (2011) belie es ha in p ac ice eache s ail o in eg a e language and
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
con en in a meaning ul, use ul and p oduc i e way because, gi en he p essu es in he
educa ion sys em, i is di icul o in eg a e aspec s ha used o belong o di e en cu iculum
a eas (B eeze e al., 2014). Thus, a leas in CLIL p og ammes in Spain, he e is an
excessi e ocus on he a ge language o he de imen o he con en o ice e sa, wi h no
oom o he po en ial simul aneous lea ning o bo h. As a esul , assessmen also ends o
ocus on one aspec o he o he , a he han on bo h (B eeze e al., 2014). Schola s such as
Ahe n (2014), poin ou ha s akeholde s a e conce ned ha he use o a o eign language
as a means o lea ning con en makes i less comp ehensible han i i we e augh h ough
he mo he ongue. This could be a eason why eache s choose o ocus on con en eaching
a he han on language eaching, o example. Indeed, nume ous s udies sugges ha CLIL
educa o s see hemsel es as subjec eache s a he han language eache s, o ha hey
a e subjec specialis s wi hou o mal quali ica ions in he a ge language (Villabona &
Cenoz, 2022; Klewi z, 2019). Thus, he a i udes held by educa o s ha e a decisi e in luence
on hei eaching p ac ice, as hey a e no eally implemen ing he CLIL app oach. As hey
end o see hemsel es as ei he con en o language p o essionals, hey a e eaching only
one o hese disciplines using adi ional me hods (Renau & Mas Ma í, 2018), ins ead o
eaching bo h in an in eg a ed way ollowing he p inciples ha go e n his app oach. Las ly,
i is wo hwhile no ing ha al hough CLIL inc eases con ac hou s wi h he a ge language
compa ed o adi ional o eign language lessons, his may s ill be insu icien ime o de elop
sa is ac o y language p o iciency. I is no ewo hy ha in he Spanish educa ion sys em, he
eaching o con en in he a ge language comp ises be ween 10-50% o he o al (Bake ,
2017). The e o e, i some schools se le o he minimum ime se by law o in eg a ed
con en and language eaching, hey a e unlikely o each he h eshold le el necessa y o
de elop e ec i e communica ion (Escoba U mene a, 2019). Mo eo e , gi en ha language
eaching ocuses mo e on eaching abou language han on using i o p agma ic pu poses
(Halbach, 2014), he de elopmen o he much sough -a e communica i e compe ence se
ou in he law is a om being achie ed by hese means.
Fo all o he abo e easons, we can conclude ha he sho comings o CLIL, a he han
being ound in he app oach i sel , a ise om a lack o app op ia e esou ces and a
me hodology ha ollows hese p inciples. Besides, he e is a de iciency o eache
p epa a ion which makes hem incompe en in pu ing his app oach in o p ac ice, leading o
a ailu e o each he ull inhe en po en ial o CLIL. In o he wo ds, al hough CLIL has
signi ican linguis ic and cu icula bene i s, a e iew o he echniques used o pu his
app oach in o p ac ice is necessa y i success ul lea ning is o be p omo ed.
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3.2. Se ice-Lea ning Me hodology
The 21s cen u y is labelled as he in o ma ion age (Palme o, 2008), since i is cha ac e ised
by an eno mous amoun o con en ha mus be acqui ed incessan ly. Howe e , i is common
o young people o ega d school as emo e om eal li e (E ickson & Ande son, 1997), as
he knowledge hey acqui e a school has li le o do wi h hei li e ou side he class oom. In
o he wo ds, he e is a lack o connec ion be ween school and he wo ld ou side i . In ac ,
Ausubel (1976) al eady no ed he impossibili y o school knowledge o sa is y he needs o
e e yday li e. Fo his eason, cu en educa ion sys ems a e calling o meaning ul
me hodologies ha acili a e no only he e en ion o in o ma ion, bu especially i s
applica ion o sol e eal p oblems in o de o espond o he g ea challenges o he 21s
cen u y.
On he o he hand, in he las ew decades he e has been a g owing conce n o educa ion
in alues and ci izenship, gi en he excessi e emphasis on indi idualism o he de imen o
he collec i e in e es . As a esul , he e a e au ho s who a gue ha he p ime ask o
educa ion is o make ci izens in o de o a ou he lou ishing o democ a ic socie ies
(Fuen es e al., 2022). Al hough nine een Eu opean Union coun ies ha e a subjec which
aims o add ess his objec i e, called Educa ion o Ci izenship o E hical Values among o he
nomencla u es, i is a low p o ile subjec wi hin he school cu iculum, ypically augh o one
hou a week by non-specialised eache s (Fuen es e al.,2022). Mo eo e , gi en ha his
subjec ends no o o e p ac ical expe iences in which o b ing s uden s in o di ec con ac
wi h ci ic alues, he esul s ob ained a e negligible. This p oblem has al eady been aised
by se e al coun ies, which is why 2005 was decla ed he Eu opean Yea o Ci izenship
h ough Educa ion (Ma ínez-Od ía, 2007), wi h a iew o sugges ing lines o ac ion o
p omo e a change in ci ic and alues educa ion ha would eally p epa e pupils o be ac i e
ci izens. E en so, he si ua ion has no unde gone any change owa ds he achie emen o
his objec i e, as adi ional me hodologies, whose aim is he me e e en ion o in o ma ion
wi hou applicabili y o eal con ex s, con inue o be used. The e o e, his sec ion will p esen
Se ice-lea ning as a po en ial me hodology o sol e his p oblem and p omo e meaning ul
lea ning h ough eal expe iences in he communi y, in which s uden s play an ac i e ole and
lea n by doing.
3.2.1. The o igins o Se ice-Lea ning: his o ical backg ound
Se ice-lea ning (SL) has i s oo s in he 1930s in he USA as a esul o he p og essi e
mo emen in he social, poli ical and educa ional sphe es (Jagla & Tice, 2019). Acco ding o
hese au ho s, he ollowing decades, ma ked by he G ea Dep ession o he Wa on
Po e y, con ibu ed o de ining he ideologies in ol ed in his me hodology, as well as i s
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
p inciples. Al hough i is a ai ly inno a i e pedagogy, many o he undamen al p inciples
unde pinning i ha e been add essed by se e al au ho s be o e.
One schola who discussed mos o he p inciples ha cons i u e he essence o
Se ice-lea ning was John Dewey, bu he ne e ac ually designa ed his pedagogy by his
name. Dewey (1930) was a s ong ad oca e o expe ien ial lea ning, no ing ha he mo e
di ec ly he child lea ns h ough eal social si ua ions, he mo e genuine and e ec i e he
knowledge is. This is because i is only by expe iencing some hing h ough a eal li e
si ua ion ha his e en begins o mean some hing o he child. In o he wo ds, acco ding o
his au ho , one lea ns by doing because in his way one ecognises he alue o he esul
(1930). In Dewey’s wo ds, “child en can see hings o hemsel es; hey lea n ci izenship by
being good ci izens'' (p.200). Thus, isola ed knowledge p esen ed in a ex book can ne e
achie e his end. The s a emen s p esen ed he e a e all equally alid because hey a e less
conduc i e o eal-li e applica ion. In o he wo ds, a connec ion o lea ning o eal-li e
si ua ions h ough cou sebooks is p e en ed, as child en become passi e ecipien s o
decon ex ualised in o ma ion. Consequen ly, Dewey (1930) a gues ha genuine knowledge
only akes place h ough ac ion and ha , in ac , child en ha e a na u al endency owa ds
ac ion. This pos ula e can be linked o he essence o cu en ly popula inno a i e
me hodologies such as Lea ning by doing.
On he o he hand, Dewey a gues ha all con en , in o de o be educa ional, mus ep oduce
eal-li e si ua ions, and ha he mo e i belongs o s uden s’ immedia e en i onmen , he
mo e in e es i will a ouse (1930). Mo eo e , he poin s o communi y p oblems as an
oppo uni y o lea n and o help schools h i e, closely in line wi h he s a ing poin o
Se ice-Lea ning. By eeling ha hey a e esponsible o sol ing a p oblem ha di ec ly
a ec s hei communi y, pupils will pe cei e his ac i i y as mo i a ing, he eby boos ing hei
commi men o lea ning. This would sol e a p oblem ha Dewey al eady poin ed ou in his
ime, bu which con inues o be ep oduced in oday’s educa ion sys em: ea ly school
d opou , especially among he o eign popula ion. Acco ding o he la es epo on he
In eg a ion o Fo eign S uden s in he Spanish Educa ional Sys em (Minis e io de Inclusión,
Segu idad Social y Mig aciones, 2022), o eign s uden s ep esen 11% o he o al s uden
body. In he mos ad anced educa ional s ages, such as Seconda y Educa ion o
Baccalau ea e, he schooling a e o o eigne s is hal ha o Spania ds. Besides, he d opou
a e o o eign s uden s is double ha o Spanish s uden s, wi h he o me a 26.5%
compa ed o 11.4%. The e o e, he expe ien ial lea ning a he hea o Se ice-Lea ning is
p esen ed as a ca alys o educe his d opou a e, as s uden s would ecognise hese
expe iences as in e es ing and o alue.
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Alicia He nández Ga cía
Ano he g ea ad oca e o expe ien ial lea ning and communi y p oblems as oppo uni ies o
meaning ul lea ning is Ami ai E zioni. His esea ch ocused mainly on how he na u al
sociabili y cha ac e is ic o human beings enhances hei mo al and human po en iali y
(1999). Gi en ha indi iduals a e embedded in a pa icula social con ex and canno exis
apa om i (E zioni, 1999), communi y and indi iduali y a e mu ually en iched. The
indi idual, by olun a ily con ibu ing o achie ing a common goal o sol ing a communi y
p oblem, is empowe ed hanks o he communi y. E zioni a gued ha i was necessa y o he
pa s o socie y, i.e. he indi iduals belonging o i , o con ibu e o he sa is ac ion o hei
needs and o pe cei e hem as a common goal (1999). Du ing his p ocess, he highligh s ha
he e mus be a balance be ween he cul i a ion o social esponsibili ies and indi idual
igh s, as indi idual au onomy mus always be espec ed. Acco ding o his au ho , as long as
his balance is main ained, mu ual bene i be ween he indi idual and socie y will be
achie ed. E zioni (1999) no es ha his social model mus ely p ima ily on educa ion, since
he school, as a social en i y, is bes placed o b ing i s membe s in o con ac wi h social
needs. Thanks o he school, s uden s can eel connec ed o hei socie y and olun a ily
commi hemsel es o sol ing eme ging p oblems, because hey assume alues in which
hey belie e, and by which hei ac i i y is go e ned. This is p ecisely why he a gues o he
need o in oduce oppo uni ies o p ac ise ci ic skills a school (E izioni, 1999). In o he
wo ds, in line wi h Dewey, one lea ns o be a good ci izen h ough ac ion, h ough
expe iences ha enable one o cul i a e he skills necessa y o achie e ha end.
Ano he pedagogue who pu o wa d ideas closely linked o he p inciples o
Se ice-Lea ning is Paulo F ei e. The undamen al p emise ad anced by his au ho is ha
educa ion is an ins umen o libe a ion and social ans o ma ion (F ei e, 2014). In he same
ein as in Se ice-lea ning, F ei e (2014) a gues ha educa ion should p o ide oppo uni ies
o s uden s o c i ically analyse and unde s and hei eali y and ac o change i . He e med
his p ocess o c i ically analysing social p oblems and p omo ing ans o ma i e ac ion
h ough he sea ch o solu ions as “conscien iza ion” (F ei e, 2014). This objec i e cons i u es
one o he essen ial p inciples o Se ice-lea ning. On he o he hand, F ei e poin ed ou ha ,
in o de o achie e his social change, i is necessa y o he educa ion sys em o encou age
ac i e pa icipa ion and dialogue. In o he wo ds, ano he au ho again a gues how
expe ien ial lea ning con ibu es no only o imp o ing he communi y and s eng hening ci ic
engagemen , bu also o connec ing heo y and p ac ice in meaning ul ways, jus as
Se ice-lea ning aims o do.
Se ice-lea ning pedagogy is closely linked o communi y se ice, and one educa o who
emphasised he ole o he communi y in educa ional p ocesses was Johann Hein ich
Pes alozzi. Acco ding o his au ho , he communi y p o ides a nu u ing en i onmen in
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
which he lea ne can lou ish (Pes alozzi, 1885). Fu he mo e, in his wo k, h ough e e yday
si ua ions, he demons a es he po en ial o expe ien ial lea ning and di ec obse a ion,
especially in he na u al en i onmen , o he holis ic de elopmen o child en (Pes alozzi,
2003). In he same line, in Se ice-lea ning, he eal expe iences o e ed by communi y
se ices ac as ca alys s o he mo al, in ellec ual and emo ional de elopmen o
pa icipan s. Finally, Pes alozzi (2003) also emphasised he need o a child-cen ed
app oach o educa ion. P ecisely, he Se ice-lea ning me hodology o e s he lea ne an
ac i e ole in sol ing he p oblems o his o he communi y, os e ing au onomy and
esponsibili y.
Las ly, James Coleman esea ched social capi al and how he communi y could in luence
s uden s’ academic success. Acco ding o him, communi y in ol emen con ibu es no only
o he bene i o he communi y, bu also o he building o social capi al (Coleman, 1966).
Fu he mo e, Coleman (1966) a gues ha educa ion, o be go e ned by he p inciple o
equi y, mus add ess inequali ies and p omo e engagemen wi h socie y. The s a ing poin o
Se ice-lea ning is p ecisely he analysis o social eali y in o de o in ol e s uden s ac i ely
in sol ing p oblems. Addi ionally, based on his a ional choice heo y (Coleman, 1966),
s uden s e lec on he e hical consequences o hei ac ions, and decision-making o imp o e
hei communi y is always based on e lec ion. Likewise, e lec ion is a key elemen in each o
he phases ha make up Se ice-lea ning p og ammes.
In sho , al hough Se ice-lea ning has s a ed o esona e s ongly in he las wo decades,
he e a e se e al schola s who, p io o he eme gence o his me hodology, al eady
add essed he bene i s o expe ien ial lea ning, he ole o he communi y in educa ion, o he
ac i e ole o s uden s.
3.2.2. De ini ion and cha ac e is ics o Se ice-Lea ning
Se ice-lea ning is a me hodology ha combines he simul aneous lea ning o con en ,
alues and compe ences wi h he pe o mance o se ices o he communi y (Puig, 2010). I
includes ei he expe iences ha can span an academic yea , a semes e o e en a ew
weeks (Fel en & Clay on, 2011).
The essence o his pedagogy lies in he in eg a ion o cu icula con en and communi y
se ice. In ac , such se ice is in eg a ed wi hin he cu icula lea ning objec i es (E ickson &
Ande son, 1997). Thus, cu icula lea ning and olun a y communi y se ice cons i u e an
insepa able binomial (Ma ínez-Od ía, 2007) ha mu ually en iches each o he and whose
impo ance is o equal ele ance in hese p og ammes. This is because he e can be no
meaning ul lea ning o con en and compe ences wi hou ci ic engagemen , bu ci ic
engagemen will lack quali y i i is disconnec ed om knowledge (Puig, 2010). Namely,
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Table 2
Compa a i e analysis o he cha ac e is ics o CLIL and Se ice-Lea ning
CLIL
Se ice-Lea ning
Typology
App oach
Me hodology
In eg a ion o
elemen s
In eg a ion o a o eign language
and cu icula con en
In eg a ion o communi y se ice
and cu icula con en
S a ing poin
Selec ion o con en
Awa eness o he communi y
p oblem
Lea ning
Con en , communica ion,
cogni ion and cul u e
Con en , alues and
compe ences
Focus o he
lea ning and
means o achie e
i
Focus: con en
Means: language
Focus: se ice
Means: con en
Objec i es
To lea n an addi ional language
and cu icula con en , and o
aise in e cul u al awa eness
To p omo e ci ic and alues
educa ion, o de elop social and
emo ional skills, and o apply
cu icula knowledge o sol e
communi y p oblems h ough
p ac ical expe iences
Compe ences
Plu ilingual compe ence and
in e cul u ali y
Compe ence in linguis ic
communica ion
Pe sonal, social and lea ning o
lea n compe ence
Ci izenship compe ence
3.3.1. Conc e e me hodology
To begin wi h, since CLIL is an app oach, he e is nei he one model no one me hodology o
CLIL, bu i is lexible o adap o e y di e se con ex s (Coyle e al.,2010). Because i is such
a b oad and gene al app oach, i gi es ise o widely a ying in e p e a ions among i s
ad oca es, and hinde s i s heo e ical and p ac ical use ulness (Cenoz e al., 2013). In o he
wo ds, no conc e e me hodologies ha e been es ablished h ough which o implemen his
app oach. Consequen ly, CLIL implemen a ion may hampe i s e ec i eness and he
a ainmen o i s inhe en bene i s by ailing o apply i s p inciples due o he absence o
conc e e guidelines. Fo his eason, CLIL would bene i om being in eg a ed in o
Se ice-Lea ning, as he la e does o e a solid me hodological amewo k wi h explici s eps
o be ollowed in i s implemen a ion, such as he ones p oposed by Yankelo ich (1991). By
combining bo h, educa o s would ha e a use ul guide o p ojec planning, implemen a ion
and e alua ion, hus educing he likelihood o misapplica ion o CLIL.
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
Secondly, as men ioned be o e, Escoba U mene a (2019) no ed ha he s a ing poin o
CLIL sessions is he selec ion o con en , whe eas in Se ice-Lea ning i is he iden i ica ion
o a communi y p oblem. I he wo we e in eg a ed, he i s s ep would be he awa eness o
he p oblem a ec ing he communi y o which he s uden s belong, ollowed by he
iden i ica ion o he cu icula con en hey need o mas e in o de o sol e he p oblem. The
s eps o ollow esul ing om he combina ion o bo h educa ional p oposals can be obse ed
in Figu e 4.
Figu e 4
S eps in in eg a ed CLIL and SL p ojec s
3.3.2. Pu pose o lea ning con en and language
The main emphasis in CLIL sessions is on he con en , while he o eign language is a
means o communica e i (B eeze e al., 2014). E en hough in Se ice-Lea ning, he ocus o
lea ning is no he con en bu he communi y se ice, he con en is an essen ial elemen o
hese p ojec s because he lea ne mus i s mas e i in o de o sol e he p oblem a hand.
In o he wo ds, he acquisi ion o speci ic knowledge linked o ha se ice becomes he
means o pe o m ha se ice e ec i ely; s uden s ain o he se ice pe o mance h ough
he con en (T illa, 2010). The in eg a ion o CLIL and Se ice-Lea ning would he e o e no
be a ec ed, bu empowe ed o he ollowing easons: o s a wi h, acco ding o Escoba
U mene a (2019), he exchange o messages be ween lea ne s in CLIL lessons akes place
a ound academic con en . Thus, he a ge language is lea ned because o he need o
unde s and he con en and o pa icipa e in he lessons, as ou lined by B eeze e al. (2014).
In o he wo ds, he pu pose o lea ning he a ge language e ol es a ound he acquisi ion
and unde s anding o con en , and his is p ecisely wha accele a es language acquisi ion
(Bake & W igh , 2017). As can be obse ed in Figu e 5, by in eg a ing his app oach in o
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Se ice-Lea ning, lea ne s would, in u n, ha e a pu pose o lea ning bo h he cu icula
con en and o using he new language: o sol e he communi y p oblem. Tha is, by
in eg a ing he wo, lea ne s need o lea n he o eign language because he con en
necessa y o sol e he communi y p oblem is in ha language. The e o e, h ough his
in eg a ion, s uden s would subconsciously acqui e he o eign language as hey lea n he
cu icula con en s (Renau & Mas Ma í, 2018), and hey would also unconsciously acqui e
he con en s be e because hey need hem o sea ch o solu ions. Also, B eeze e al.
(2014) epo ed ha eache s ailed o in eg a e con en and language in meaning ul ways.
Thus, o he abo e easons, SL se es as a solu ion o ealise he simul aneous lea ning o
bo h h ough olun a y communi y se ice.
Figu e 5
Pu pose o lea ning language and con en in in eg a ed CLIL and SL p ojec s
3.3.3. Applica ion o con en o eal-li e si ua ions
On he o he hand, he ex book emains he p ima y sou ce o eaching bo h languages and
con en in many ins i u ions, and lea ning and p og ess is measu ed on he basis o hese
ma e ials (Ha me , 2015). Al hough s uden s lea n hese con en s, hey a e no usually gi en
oppo uni ies o apply wha hey ha e lea ned in eal li e si ua ions, esul ing in he
impossibili y o es ablishing connec ions be ween wha hey ha e lea ned a school and eal
li e. This con ibu es o widening he gap be ween school and e e yday li e, as s uden s a e
unable o use wha hey ha e lea ned in e e yday si ua ions and hence see he academic
con en as useless (Widdowson, 1998). This clea ly has an impac on mo i a ion because, as
pupils see no use o he con en beyond he school con ex , hey do no eel he need o lea n
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
i since, as poin ed ou by Ga dne (2000), he desi e o lea n is a de e mining ac o in he
achie emen o lea ning. This sho coming would be sol ed by in eg a ing CLIL in o SL,
because in SL wha is lea ned is applied o sol e communi y p oblems, as no ed by Vázquez
(2015). Tha is, he cu icula con en is applied o eal-li e si ua ions, so he e is a eal
pu pose o lea ning i , and lea ne s see he use ulness o lea ning such con en . In ac ,
Dewey (1930) s a es ha all educa ional con en mus ep oduce eal-li e si ua ions o
lea ning o be e ec i e. Thus, hanks o Se ice-Lea ning, he lea ning o he con en bene i s
because i is con ex ualised and connec s o he immedia e eali y o he lea ne s. The
p esence o meaning ul ma e ials ( eal communi y p oblems) is p ecisely wha inc eases
s uden s’ willingness o ha e meaning ul lea ning, acco ding o Ausubel’s s udy (1976).
Fu he mo e, lea ning does no appea agmen ed, as ends o happen in p ac ice. Ra he ,
s uden s mus lea n knowledge om di e en disciplines, being able o o m links be ween
hem (Vázquez, 2015), since, as Ma ín (2010) indica es, he needs o e e yday li e canno
be sol ed om a single discipline.
3.3.4. S uden -cen ed lea ning
On he o he hand, he lea ning p ocess in CLIL is composed o ou essen ial elemen s:
con en , cogni ion, communica ion and cul u e (Coyle e al., 2010). Indeed, one o he
p inciples o his app oach was he impo ance o s uden s cons uc ing hei own knowledge,
as unde lined by Salabe i & Sánchez (2012). Howe e , he eali y is a om his, as a
eache -cen ed app oach s ill p edomina es (Coyle e al., 2010), in which he ole o he
s uden con inues o be he passi e acquisi ion o con en p esen ed by he eache .
Howe e , in SL, lea ne s a e he ones who p oduce knowledge, who disco e he answe s o
p oblems, who a e ac i e lea ne s and who o e help o he communi y, as poin ed ou by
Cai n & Kielsmeie (1991). This poin is essen ial because, as Ausubel highligh s, one can
emembe ce ain in o ma ion, bu one can only uly unde s and i i i is disco e ed o
onesel (1976). Thus, he in eg a ion o CLIL in his me hodology would bene i because
lea ne s a e esponsible o hei own lea ning, bu also o imp o ing he li e o hei
immedia e en i onmen . In ac , in line wi h he cogni ion in CLIL, SL con ibu es o he
p og essi e de elopmen om LOTS o HOTS h ough sca olded p ac ices, ocusing
essen ially on he de elopmen o he la e . Taking as a e e ence Bloom’s axonomy e ised
by Ande son and K a hwohl (2001), in SL s uden s no only emembe and unde s and he
con en necessa y o sol e he p oblem, bu hey also analyse eali y in o de o iden i y he
causes o he p oblem and ind solu ions. In addi ion, hey mus apply wha hey ha e lea ned
o ake ac ion, c ea ing new knowledge and, inally, e alua e hei pe o mance in sol ing he
p oblem.
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Rega ding communica ion, by in eg a ing CLIL and SL, he o eign language would become
he ehicle o communica e con en - ela ed issues and o sol e communi y p oblems.
Acco ding o Renau & Mas Ma í (2018), i in CLIL he language i sel is lea n by using i o
lea n academic con en , by combining bo h p oposals, while using he cu icula con en and
he a ge language o sol e communi y p oblems, s uden s lea n bo h subconsciously and in
meaning ul ways. In his way, he lea ning o language and academic disciplines acqui es
eal meaning o he lea ne by expe iencing i h ough eal si ua ions, as Dewey (1930)
a gued. Mo eo e , h ough hese p ac ical expe iences, lea ne s ha e he oppo uni y o use
he language in eal con ex s ou side school, some hing ha ends no o occu in CLIL
lessons. This inc eases he quali y o language in e ac ions because hey e lec na u al
language use, as opposed o he un ealis ic and a i icial language sequences ha end o be
p esen ed in ex books (Gilmo e, 2004).
3.3.5. Quali y o in e ac ions
By combining CLIL and SL, CLIL bene i s because SL also inc eases he quali y o
in e ac ions be ween s uden s, since, as Ma ínez-Od ía (2007) sugges s, he eache ’s ole
is limi ed o ac ing only as a guide and accompanying he lea ning p ocess. I is he s uden s
who mus in e ac wi h each o he o achie e a common goal (Ausubel, 1976). Consequen ly,
communica i e and mul ilingual compe ence is enhanced, as hey use he o eign language
o communica e and seek solu ions o he p oblem. Fu he mo e, as no ed by Halbach
(2014), CLIL in p ac ice usually ocuses on eaching abou language a he han on using i
p agma ically. Thus, h ough his in e ac ion be ween pee s o ac in p oblem esolu ion, he
use o a ge language o unc ional pu poses is encou aged, in line wi h he objec i es se
ou in he Real Dec e o 157/2022 and in he Ac ion Plan o 2022. In addi ion, he Language
T ip ych (Coyle e al., 2010) could also be easily in eg a ed in o SL p ac ices, as he
language o lea ning would s ill be hose key concep s ha lea ne s need o sol e he
communi y p oblem; he language o lea ning would consis o ha needed o discuss, ag ee
o disag ee in he sea ch o solu ions; and, inally, he language h ough lea ning would
bene i , because as in e ac ions be ween lea ne s inc ease, so will he new language ha will
na u ally appea h ough lea ning. Las ly, lea ning abou cul u e would also bene i om his
in eg a ion because, as Ting-Toomey and Chung (2012) s a e, unde s anding one’s own
cul u e se es as a s a ing poin o he app ecia ion o o he cul u es. In addi ion, by
pe o ming he se ice, pupils will in e ac wi h people om di e en cul u es and con ex s.
3.3.6. De elopmen o compe ences
Gi en ha in SL, in addi ion o lea ning con en , alues and compe ences a e also
de eloped, his in eg a ion con ibu es signi ican ly o he de elopmen o he eme ging C o
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
CLIL iden i ied by au ho s such as Ball (2016), namely compe ence. Acco ding o
Pé ez-Ibáñez (2014), in o ma ion is nowadays immedia ely a ailable wi h jus a ew clicks on
an elec onic de ice. The e o e, he a gues ha mo e han acqui ing in o ma ion, wha is
essen ial is o each how o use ha a ailable in o ma ion so ha s uden s can use i in
di e en con ex s o sol e p oblems. Thus, h ough he in eg a ion o CLIL and SL he o eign
language and con en a e applied in eal si ua ions o sol e communi y p oblems. I is
p ecisely his p ac ical applica ion ha os e s he de elopmen o compe ences, because
gi en ha compe ence is applied knowledge, i demands spaces o applica ion (Ba lle,
2010). In his way, hey lea n by doing, and de elop communica i e, plu ilingual, pe sonal,
social, ci izenship and lea n o lea n compe ences by pu ing hem in o p ac ice, gene a ing
lea ning ha is ele an o hei li es. Las ly, by in eg a ing bo h pedagogical app oaches,
lea ning acqui es a ci ic sense and communi y se ice becomes an oppo uni y o acqui e
alues (Puig, 2010). Pupils see ha he con en and he o eign language can be used o
imp o e li e in hei communi y. Wha is mo e, by add essing social needs, pupils’ ci ic
engagemen is os e ed, as well as he de elopmen o alues such as solida i y, empa hy
and jus ice.
3.3.7.Conclusion on he bene i s o in eg a ing CLIL in o SL
To conclude, se e al schola s, such as Renau & Mas Ma í (2018) p e iously poin ed ou ha
despi e inc easing con ac hou s wi h he o eign language and lowe ing he age a which
exposu e o i occu s, language p o iciency emains low. The e o e, in o de o achie e a
unc ional p o iciency le el in he sho es pe iod o ime, in esponse o Eu opean language
policies (Coyle e al., 2010), he in eg a ion o CLIL and SL is p esen ed as he ideal op ion
o his end. Th ough his in eg a ion, pupils lea n academic con en h ough he o eign
language ia communi y se ice in meaning ul ways. Mo eo e , hey apply knowledge om
di e en disciplines and use he a ge language in eal-li e si ua ions. Fu he mo e, h ough
collabo a ion wi h pee s and communi y membe s, s uden s s eng hen ies wi h hei own
communi y and become mo e sensi i e o o he cul u es. Simila ly, s uden s de elop hei
sel -es eem and alues such as empa hy, solida i y and ac i e ci izenship. Besides, hey a e
ac i e lea ne s esponsible o hei own lea ning and o imp o ing he li e o he communi y
who, by lea ning by doing, de elop nume ous compe ences. In ac , h ough his in eg a ion,
he de elopmen o he ollowing key compe ences se ou in Real Dec e o 157/2022 is
s eng hened: compe ence in linguis ic communica ion, plu ilingual compe ence, ci izenship
compe ence, compe ence in cul u al awa eness and exp ession, and pe sonal, social and
lea ning o lea n compe ence. In sho , he in eg a ion o bo h pedagogical p oposals o e s a
highe deg ee o a ainmen o objec i es compa ed o hei indi idual implemen a ion, as
bo h complemen each o he and enhance hei s eng hs.
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Alicia He nández Ga cía
4. EDUCATIONAL PROPOSAL
The pu pose o his sec ion is o p o ide an educa ional p oposal ha in eg a es
Se ice-Lea ning me hodology in o he CLIL app oach in o de o illus a e he bene i s o
such in eg a ion in he bilingual P ima y Educa ion class oom. The design o his p ojec ,
which is called “Recycling and aising awa eness in g een!”, is based on he ideas p esen ed
in he heo e ical amewo k ha ha e been p e iously desc ibed.
4.1. In oduc ion
Acco ding o he la es epo o he Eu opean Commission (2022), Spain was one o he
Eu opean coun ies ha did no mee he p oposed EU a ge o 2020 o ecycle a leas
50% o municipal was e. Fo ha eason, a was e law was app o ed in 2022 ha aimed o
educe he nega i e e ec s o was e gene a ion and managemen on bo h human heal h and
he en i onmen (Ley 7/2022). Howe e , despi e he adop ion o speci ic measu es o comba
pollu ion caused by poo was e managemen , his si ua ion has no expe ienced ema kable
imp o emen s, since Spain’s annual ecycling a e o u ban was e is well below he Eu opean
a e age, wi h Spain’s 2022 a e a a ound 38%, compa ed o he EU a e age o 48%
(Eu opean Commission, 2022). This p oblem is accen ua ed in he Communi y o Mad id, as
he mos ecen epo by he Ins i u o Nacional de Es adís ica (2023) shows ha i was he
au onomous communi y ha collec ed he leas amoun o was e pe capi a in 2021. Al hough
was e managemen and ecycling is a p oblem ha has an impac a na ional and e en
in e na ional le el, i can be ex apola ed o he school con ex . The school, being a space
open o he eali y in which i is imme sed, ine i ably su e s om he p oblems ha ake
place he e. In ac , we could e en a i m ha was e managemen is wo sened in schools.
E en hough en i onmen al ca e is e lec ed as a c oss-cu ing con en in A icle 11 o
Dec e o 61/2022, educa ional ins i u ions do no de ise pedagogical s a egies ha add ess
en i onmen al educa ion o he de elopmen o ci izenship compe ences ela ed o
en i onmen al ca e (Paz e al., 2014). Hence, he “Recycling and aising awa eness in
g een!” p ojec has been designed o add ess he p oblem o ecycling in P ima y Educa ion
schools, wi h a special ocus on hose loca ed in he Au onomous Communi y o Mad id.
Thus, he main objec i e o his educa ional p oposal is o aise awa eness o he impo ance
o ecycling among s uden s, as well as o p o ide hem wi h ools so ha hey a e he ones
esponsible o imp o e his si ua ion in he school con ex . In his way, i con ibu es o he
achie emen o goal 12 o he Sus ainable De elopmen Goals (SDG) p oposed by he
Uni ed Na ions (s. .) o 2030: “ensu e sus ainable consump ion and p oduc ion pa e ns”.
This p ojec is cha ac e ised by ackling he p oblem o ecycling om he s uden s’ mos
immedia e en i onmen : he school. I we wan s uden s o become c i ical ci izens capable o
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
sol ing p oblems, i is pi o al o p o ide hem wi h oppo uni ies a school o c i ically analyse
he eali y in which hey a e imme sed, and ac o imp o e i . Awa eness o he p oblem will
be mo e e ec i e han i i was p esen ed om i s exis ence in dis an coun ies ha do no
di ec ly a ec he lea ne s, because, aking cons uc le el heo y as a e e ence, he g ea e
he p oximi y o he indi idual o a p oblem, he mo e a ou able a e he a i udes and
in en ions o engage in he sea ch o solu ions (Lee e al., 2020). In his way, engagemen
wi h bo h hei own lea ning p ocess and wi h hei pa icipa ion in he se ice will be
inc eased, as pupils will be esponsible o inding solu ions o sol e his p oblem ha a ec s
hem di ec ly. In ac , one o he ope a ional desc ip o s o he a ea o Ma hema ical
compe ence and compe ence in science, echnology and enginee ing (STEM) is he
ans o ma ion o he immedia e en i onmen in a sus ainable way, assessing i s global
impac (Real Dec e o 157/2022). Thus, h ough his p ojec , s uden s will acqui e he
necessa y knowledge o no only ans o m, bu also bene i he nea en i onmen and be
able o make in e ences abou he impac o his p oblem a a global le el. In o he wo ds,
al hough his p oblem is add essed on a mic o scale, s uden s will de elop he necessa y
skills o analyse his social p oblem on a la ge scale.
On he o he hand, ano he ea u e o his p ojec is ha by in eg a ing SL in o he CLIL
app oach ypical o Mad id’s educa ion sys ems, pupils ha e a eal pu pose in lea ning bo h
he cu icula con en and he o eign language, which is ypically English. S uden s need
knowledge o di e en disciplines, as well as using he English language o sol e he
communi y p oblem. Al hough he main ocus o he p ojec is he se ice o be pe o med,
he con en is a necessa y means o he s uden s o mas e in o de o achie e his aim, and
he o eign language is he ehicle in which his con en is ound. This emphasis on linking
knowledge o he s uden s’ eali y is jus i ied by he need o p epa e hem o wha hey will
encoun e a he end o hei schooling. Thus, wha hey lea n a school mus be use ul o
hem o be able o pu i in o p ac ice ou side school.
The o eign language used in his p oposal will be English, gi en ha Dec e o 61/2022
es ablishes ha i will gene ally be he language in which bilingual a eas a e augh . The
ac i i ies desc ibed in he ollowing sec ions will encou age he na u al use o he language
o unc ional pu poses, especially p oblem sol ing. Al hough he de elopmen o unc ional
p o iciency will be on bo h ecep i e and p oduc i e domains, he e will be an emphasis on
he enhancemen o p oduc i e skills, gi en he high le el o in e ac ions. S uden s will
in e ac wi h pee s, eache s, amilies and communi y membe s o sol e p oblems, a ou ing
he o ma ion be ween he s uden s’ mic osys em and mesosys em, acco ding o
B on enb enne ’s ecological heo y (1994). Hence, his p ojec in ol es he whole
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Alicia He nández Ga cía
educa ional communi y, he e os e ing ci izenship and alues such as empa hy, as well as
he de eloping o esponsibili y o he common good.
Rega ding he subjec s in ol ed, i is ue ha p io i y will be gi en o he bilingual subjec s
amed in Dec e o 61/2022: Social Sciences, Na u al Sciences and A s. Howe e , he
p oblem o ecycling will be app oached om all cu icula disciplines, because e e yday
p oblems canno be sol ed om a single discipline (Ma ín, 2010). Thus, he app oach o his
p ojec is in e disciplina y, gi ing lea ning a global pe spec i e by add essing was e
managemen in a comp ehensi e way h ough he in e connec ion o knowledge om a ious
subjec s.
The educa ional p oposal will be implemen ed in he 5 h yea o P ima y Educa ion, as he
objec i es se ou in Dec e o 61/2022 o his cycle a e he mos sui able o he ones
p oposed o his p ojec . Fu he mo e, since child en o his age a e a he s a o conc e e
ope a ions acco ding o Piage ’s cogni i e heo y, hey a e mo e compe en in unde s anding
cause-e ec ela ionships and he consequences o conc e e ac ions (1975). This, oge he
wi h a g owing sense o mo ali y and jus ice, makes hem sui ably able o unde s and he
impo ance o pa icipa ing in se ices ha bene i he communi y. The p ojec will s a on he
17 h o May, as du ing he ecycling day he e will be an ac i i y ha will se e o
con ex ualise i . I is expec ed o las one mon h and will be app oached om di e en
subjec s, bu always in an in e connec ed way. Howe e , he iming will depend on he
s uden s’ abili y o analyse, coope a e and ind solu ions.
In sho , his educa ional p oposal seeks o in eg a e he SL me hodology in o he CLIL
app oach in o de o show h ough a p ac ical expe ience he ideas de eloped in he
heo e ical amewo k. Fi s , he objec i es p oposed o he p ojec will be es ablished.
Secondly, he key and speci ic compe ences o be de eloped h ough i will be desc ibed.
Thi dly, he cu icula con en o he di e en a eas o he Mad id cu iculum will be ou lined.
A e wa ds, a b ie analysis o he me hodologies in ol ed will be made, be o e going on o
desc ibe he ac i i ies ha make up his p oposal. Las ly, an assessmen o he p ojec will be
p o ided in o de o e alua e i s e ec i eness, as well as s uden s’ pe o mance on i .
4.2. P ojec Objec i es
As explained in he heo e ical amewo k, we can iden i y ou s eps in in eg a ed SL and
CLIL p ojec s. Thus, i is sensible o se objec i es o each o he phases o his p ojec .
These objec i es a e concep ual, p ocedu al and a i udinal. The concep ual goals a e hose
linked o he acquisi ion o he con en s p oposed o he di e en lea ning a eas, which will
be desc ibed la e on in each o he ac i i ies. On he o he hand, p ocedu al aims a e hose
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
ha seek he de elopmen o skills and compe ences connec ed wi h he heo e ical concep s
lea ned. Finally, he a i udinal objec i es ocus on he de elopmen o alues and a i udes.
The ollowing wo objec i es will be in eg a ed ans e sally h oughou he p ojec : use
English o communica e con en -ma e issues and ela e o pee s, and apply cu icula
con en o he esolu ion o he communi y p oblem. The es o objec i es se o each o he
phases o his p ojec a e desc ibed in Table 3.
Table 3
Di ision o he p ojec objec i es by phases
P ojec objec i es: “Recycling and aising awa eness in g een!”
Phase 1: P oblem
awa eness
- Iden i y he was e managemen si ua ion in he local o
school communi y.
- C i ically e lec on he impac o poo was e
managemen in he local and school communi y.
- Iden i y ecycling as a bene icial p ac ice o he ca e o
he en i onmen .
Phase 2: Selec ion o
con en
- Name he mos common ypes o ecyclable ma e ials.
- Classi y di e en ecyclable ma e ials in he
co esponding con aine s.
- Unde s and how knowledge om di e en disciplines is
linked o he issue o ecycling.
Phase 3: Solu ion
p oposals
- Ac i ely pa icipa e in he sea ch o solu ions o he
imp o emen o was e managemen in he local o
school communi y.
- P omo e ecycling p ac ices among membe s o he
local o school communi y.
- De elop eelings o social esponsibili y and ac i e
ci izenship h ough communi y se ice.
- De elop he skills and compe ences needed o sol e
he was e managemen p oblem in he local o school
communi y.
- Encou age eamwo k among s uden s, eache s,
amilies and communi y membe s.
Phase 4: P oblem
esolu ion
- E alua e he impac o he p ojec on he communi y.
- Re lec on one’s own pe o mance in he p ojec .
4.3. Compe ences
This sec ion will desc ibe he compe ences ha his in eg a ed SL and CLIL p ojec aims o
de elop. None heless, only he key compe ences es ablished by Dec e o 61/2022 o he
Communi y o Mad id will be add essed. The decision o ocus on he desc ip ion o only
hese compe ences is based on he in eg al ole ha hese compe ences play h oughou he
educa ional p oposal. In o he wo ds, gi en ha ecycling will be app oached om all
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Alicia He nández Ga cía
echniques o compensa e o communica i e de iciencies (...) o espond e ec i ely o a
speci ic need, despi e he limi a ions a ising om he le el o compe ence in he o eign
language” o he “plu ilingualism” block o he Fo eign Language a ea o Dec e o 61/2022 (p.
89).
4.6.1.3. S uden s’ ini ial assessmen o de e mine con en selec ion.
In o de o acili a e he design o ac i i ies o he nex phase, i is sugges ed ha he eache
de elops an ini ial assessmen o de e mine he s uden s’ p io knowledge o ecycling. A
model o assessmen o his pu pose is p esen ed in Appendix 4. A e analysing he esul s,
he eache will be able o jus i iably de e mine wha knowledge he s uden s need o mas e
o be able o sol e he p oblem and, based on his, design he ac i i ies o achie e his goal.
Ul ima ely, his p ocedu e allows o a mo e indi idualised selec ion o con en , which
maximises he unde s anding o he p oblem a hand, and makes he subsequen sea ch o
solu ions mo e e ec i e.
4.6.2. Phase 2: Selec ion o con en
In his phase, he eache makes a selec ion o con en om di e en disciplines ha s uden s
mus mas e , and designs ac i i ies o hem o acqui e i and become compe en o sol e he
p oblem. As men ioned in he heo e ical amewo k, i is c ucial ha s uden s mas e he
con en , as he se ice will lose quali y i i is disconnec ed om knowledge (Puig, 2010).
Al hough i is he educa o who de e mines wha knowledge is ele an , i is he s uden s who
a e in cha ge o hei lea ning p ocess. Du ing he de elopmen o he ac i i ies, he eache
ac s only as a guide, c ea ing he necessa y condi ions o acili a e he disco e y o
knowledge, as well as he de elopmen o skills and a i udes h ough sca olded p ac ices.
Whils i is ue ha he design o hese ac i i ies depends on he esul s o he ini ial
assessmen o he lea ne s in he p e ious phase, he ollowing a e some ideas o ac i i ies
o add ess ecycling in a c oss-cu icula way.
4.6.2.1. Fo eign Language (English).
The ac i i y, which is called “Eco-challenge: was e so ing”, will be app oached om he a ea
o Fo eign Language (English). Ins uc ion will ocus on he use o basic ocabula y o
in e es o pupils, as pa o he “communica ion” block. In he con ex o his p ojec , he
names o he was e obse ed in phase 1, as well as he names o he con aine s, a e
ele an o he s uden s as hey need o know hem in o de o imp o e he ecycling
si ua ion o hei communi y. The exp ession o exis ence ( o be; he e is/ he e a e), o
capaci y (can/can’ ) and a i ma i e and nega i e sen ences o he block “syn ac ic-discu si e
con en s” (Dec e o 61/2022, p. 90) a e also app oached.
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
Fo he de elopmen o he ac i i y, wo ypes o lashca ds will be designed. On he one
hand, lashca ds wi h he names o he mos common ypes o was e ha we e obse ed in
he in es iga ion in phase 1 and, on he o he hand, lashca ds wi h pic u es o his was e
(see Appendix 5). The aim is o lea ne s o lea n key ocabula y abou ecycling, as he
mo e ocabula y he language lea ne acqui es, he be e hei communica ion will be
(Azabda a i & Mozaheb, 2012). In o he wo ds, once hey lea n hese key e ms, hey will be
be e able o communica e hei ideas in he o eign language. The e o e, his ac i i y aims o
p o ide hem wi h he necessa y knowledge o ecycling ocabula y so ha hey can manage
co ec ly in he communica i e si ua ions ha will na u ally de elop h oughou he p ojec .
This will con ibu e o he de elopmen o communica i e compe ence in he o eign
language.
Fi s , hese lashca ds will be placed on he blackboa d, and he pupils will ha e o associa e
he image wi h i s w i en name in English. In his way, hey will g adually become amilia
wi h he English names o hese was e p oduc s. Then, aking ad an age o he ac ha
child en lea n na u ally h ough he p ocess o enqui y p esen in games (Pa ke e al., 2022),
a game will be played in which hey will ha e o classi y he was e. Fo his pu pose, he ou
mos common ypes o con aine s (plas ic, o ganic, glass and pape /ca dboa d) will be
placed in he class oom. The pupils will be di ided in o g oups o i e s uden s, and hey will
ha e o place he image o he was e in he co esponding con aine . The de elopmen o his
game is jus i ied by he impo ance o adap ing he lea ning p ocess o child en’s na u al way
o unde s anding he wo ld. This idea is suppo ed by Nilsson e al. (2018), who no e ha
“child en’s engagemen wi h he wo ld is p edominan ly ocused on play and explo a ion, no
ins uc ional adul -child in e ac ions” (p. 232). The e is a endency o emo e play om he
school con ex because i has adi ionally been pe cei ed as an en e ainmen ac i i y ha is
no di ec ly ela ed o o mal lea ning. Howe e , since lea ning is also a esul o play (Nilsson
e al., 2018), his game is p esen ed as a sui able me hod o inc ease s uden s’ mo i a ion
while acqui ing cu icula knowledge.
4.6.2.2. Ma hema ics.
The ac i i y “Looking a he wo ld h ough g aphics” will be de eloped in Ma hema ics class.
The ollowing con en , om he “o ganisa ion and analysis o da a” o he “s a is ics and
p obabili y” block, will be add essed: he ep esen a ion o da a by means o simple s a is ical
g aphs and he selec ion o he mos sui able one (Dec e o 61/2022, p. 104).
Since isual displays a e used o communica e impo an in o ma ion (Galesic &
Ga cía-Re ame o, 2010), he objec i e o his ac i i y is o ep esen he da a collec ed in he
in es iga ion phase using ables and ba cha s. As de ined by Ba deka (2015), ables a e
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Alicia He nández Ga cía
an a angemen o numbe s and wo ds dis ibu ed in pa allel columns, which a e used o
p esen in o ma ion. Because o his layou , hey a e he ideal choice o p esen ing la ge
amoun s o in o ma ion ha would be di icul and con using o desc ibe in a ex (Ba deka ,
2015). In o he wo ds, in g oups o 5, pupils c ea e ables in which on he one hand hey lis
he name o he was e and, on he o he hand, he numbe o imes i has been obse ed in
each school a ea. A e wa ds, hey elabo a e a ba cha , as his ool allows hem o ead he
quan i a i e in o ma ion mo e easily. A a glance, hey will be able o quickly iden i y which
was e is he leas ecycled in each a ea o he school. In sho , hanks o hese ma hema ical
da a collec ion echniques, s uden s will be able o display his in o ma ion mo e isually and
d aw ele an conclusions. Once hey ha e iden i ied which a e he mos epea ed was e
p oduc s, hey can s a o hink abou measu es on how o educe was e consump ion o
hose.
To conclude, his ac i i y con ibu es o he de elopmen o “plu ilingual compe ence” and
“ma hema ical compe ence and compe ence in science, echnology and enginee ing
(STEM)” es ablished in Dec e o 61/2022.
4.6.2.3. Na u al Sciences.
This ac i i y, which is called “Plas ic seas”, aims o de elop speci ic compe ence 6 o he
Na u al Sciences a ea o Dec e o 61/2022: “ o iden i y he causes and consequences o
human in e en ion in he en i onmen o seek solu ions and ac in hei esolu ion, p omo ing
espec , ca e and p o ec ion o people and he plane ” (p. 27). In o de o achie e his goal,
an expe imen is p oposed. The conduc ion o his expe imen is jus i ied by he need o
s uden s o unde s and ma ine pollu ion as a di ec consequence o human ac ion. Since he
expe imen s ensu e in e nal alidi y, conclusions can be d awn abou he causal e ec s o
one a iable on ano he (Ross e al., 2005).
The objec i e o he ac i i y is o aise awa eness o he en i onmen al impac o plas ic in he
sea caused by human ac i i y. To do his, he eache will ake a la ge anspa en con aine ,
ill i wi h wa e and place plan s and ma ine animal oys inside o simula e ma ine li e. Then,
he/she will in oduce plas ic was e, such as bags, bo les o cans, symbolising he pollu ion
caused by humans. Hence, s uden s will see ha was e emains loa ing in he wa e and
does no decompose. In ac , hey come in o con ac wi h ma ine animals and plan s,
se iously damaging o e en killing hem. To emphasise ha his was e does no disappea ,
bu emains loa ing, oil can be used, aking ad an age o i s chemical p ope ies. I he
eache pou s oil in o he wa e , a laye will o m on op o i , which nei he in eg a es wi h he
wa e no decomposes. In o he wo ds, he oil symbolises he was e ha is pou ed in o he
sea and ha ha ms e e y li ing hing ha comes in o con ac wi h i . Mo eo e , since he
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
wa e has nei he smell no colou , when he oil is pou ed in o he wa e , he s uden s will
ealise ha he “was e” changes bo h he smell and he na u al colou o he wa e . As a
sugges ion, i is highly ecommended ha he eache asks ques ions a he beginning,
du ing and a he end o he expe imen o p omo e c i ical analysis o he human impac on
he en i onmen . In his way, s uden s will e lec on he na u al si ua ion o he seas and will
be able o compa e i wi h ha esul ing om human pollu ion, o ul ima ely hink abou
p oposals o p e en ion o his pollu ion. This con ibu es o he “conscien iza ion” p oposed
by F ei e, in which s uden s c i ically analyse social p oblems and p omo e ans o ma i e
ac ions by seeking solu ions (2014). A eache ’s guide o conduc his p ocess o c i ical
analysis and e lec ion is included in Appendix 6.
Th ough he elabo a ion o his expe imen , he con en s, skills and a i udes o “ini ia ion in
scien i ic ac i i y” o he “scien i ic cul u e” block o his legisla ion will be wo ked on. The
main con en is he “impo ance o ca ing o he plane ” (Dec e o 61/2022). This will be made
explici by in oducing pupils o he s ages o scien i ic esea ch, h ough obse a ion,
o mula ion o ques ions and hypo heses, and analysis o esul s. They will also use basic
scien i ic ocabula y ela ed o esea ch. Las ly, hese expe imen s will encou age cu iosi y in
conduc ing in es iga ions. Addi ionally, his ac i i y con ibu es o he de elopmen o he
ollowing key compe ences o Dec e o 61/2022: “plu ilingual compe ence”; “ci izenship
compe ence”; “pe sonal, social and lea ning o lea n compe ence”; and “ma hema ical
compe ence and compe ence in science, echnology and enginee ing (STEM)”.
4.6.2.4. Social Sciences and Fo eign Language (English).
In his ac i i y, which is called “Recycle ada ”, an analysis will be made o ecycling
campaigns. Measu es o p omo e ecycling in o he coun ies will be add essed i s , ollowed
by a discussion o ad e isemen s on ecycling. As he ac i i y has wo phases, an objec i e
is d awn om each o hem. The i s aim is o lea n abou measu es o p omo e ecycling in
o he coun ies. Al hough each coun y has i s own ules and con en ions, hey all
expe ience simila p oblems, as in his case was e managemen . I is he e o e in e es ing o
app oach in e cul u al educa ion om his pe spec i e because, as all coun ies ace he
same p oblems, i seems cohe en o wo k oge he o sol e hem. In ac , in e cul u al
educa ion a ises as a need o achie e ans o ma i e a i udes om school h ough
collabo a ion, ole ance and espec o he di e si y o di e en coun ies (Pa edes, 2016).
Thus, his ac i i y will acili a e s uden s’ unde s anding o di e en ecycling p ac ices a ound
he wo ld, p omo ing an app ecia ion o hese cul u es. By in oducing hem o hese
in e na ional p ac ices, hey will also acqui e skills o collabo a e in in e cul u al con ex s,
which is essen ial o unc ion in an inc easingly globalised wo ld. The second objec i e is o
analyse how language is used pe suasi ely o in luence socie y’s beha iou .
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Alicia He nández Ga cía
To s a wi h, he eache will make a selec ion o hose coun ies whose ecycling si ua ion
bes i s he needs o he p ojec . In his case, he au ho o his p ojec has decided o
choose Finland. The eache will ell he s uden s ha in his coun y, in o de o p omo e
ecycling, he e a e machines in supe ma ke s in which o place plas ic bo les and cans. The
ewa d o ecycling hem is inancial, as ci izens ecei e a discoun on hei nex pu chase a
he supe ma ke . A e a discussion o disco e he s uden s’ opinions on his measu e and
i s possible applica ion in he Spanish con ex , s uden s will be asked o look o in e es ing
ecycling campaigns in o he coun ies using ICTs. Gi en ha s uden s spend mos o hei
ime su ounded by digi al in o ma ion, i is impe a i e ha hey a e gi en oppo uni ies a
school o e alua e he use ulness, ele ance and alue o he in o ma ion hey ind online,
and lea n how o use i (Wallace & Kuppe man, 1997). A e s uden s ha e spen abou 25
minu es looking o and aking no es on he measu es, hey will be sha ed wi h he whole
class o open a discussion on hei possible e ec i eness in he school con ex .
In he second phase, di e en ad e isemen s published in social media and on ele ision on
ecycling awa eness will be examined. This ype o ex uses he o ical s uc u es and
linguis ic de ices o pe suade he eade o ac in a ce ain way (Lab ado e al., 2014).
The e o e, his ac i i y is jus i ied by he need o s uden s o de elop c i ical hinking skills by
ques ioning he in o ma ion p esen in ad e isemen s. In o he wo ds, hey a e p o ided wi h
he necessa y ools o unde s and pe suasi e he o ic and hus be able o iden i y
manipula ions in he use o language. In addi ion, by p esen ing hem wi h mul imodal ex s,
hey will ealise ha in o ma ion can be con eyed h ough di e en o ma s ( ex s, images,
e c.). Fo he de elopmen o he ac i i y, s uden s will be placed in a semici cle in on o he
p ojec o , and images o hese ad e isemen s will be shown. The eache will ask ques ions
o s uden s o igge e lec ion on he e ec o hese ad e isemen s on he popula ion, as
well as on he use o language. A eache ’s guide wi h sample ques ions o achie e his aim
is included in Appendix 7.
As can be obse ed, con en s and speci ic compe ences om di e en cu icula disciplines
a e add essed. In he a ea o Social Sciences, wo k is done on he con en o “social and
en i onmen al esponsibili y. Rela ionship be ween people, socie ies and na u al
en i onmen ” (p. 41), amed wi h “socie ies and e i o ies” block o Dec e o 61/2022.
Mo eo e , wo speci ic compe ences a e co e ed. One o hem is “ o iden i y he causes and
consequences o human in e en ion in he en i onmen , (...) o seek solu ions and ac in
hei esolu ion, p omo ing espec , ca e and p o ec ion o he plane ” (Dec e o 61/2022, p.
42), since ecycling campaigns a e a measu e o sol e he consequences o human ac i i y
in he en i onmen . The o he speci ic compe ence e e s o “ ecognising and aluing
plu ali y, showing empa hy and espec o o he cul u es in o de o con ibu e o he
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
imp o emen o socie y” (Dec e o 61/2022, p. 42). In he a ea o languages, collabo a ion
be ween English and Spanish language eache s is highly encou aged o maximise lea ning.
The ole o English in his ac i i y is essen ially o communica i e pu poses. Howe e ,
h ough he analysis o ad e isemen s, he ex ual ypologies and communica i e in en ion o
he “communica ion” block o Spanish Language and Li e a u e a e also add essed, as well
as speci ic compe ence 4: “Unde s and and in e p e w i en and mul imodal ex s,
ecognising he o e all meaning, main ideas and explici and implici in o ma ion” (Dec e o
61/2022, p. 66). Finally, in he a ea o Technology and Robo ics, he con en “How he
ne wo k wo ks. Basic ules o he sa e and e icien use o esou ces” (Dec e o 61/2022, p.
123) is co e ed, hus con ibu ing o speci ic compe ence 5, which e e s o a sa e and
esponsible use o echnological esou ces. Fo hese easons gi en, his ac i i y con ibu es
o he de elopmen o he ollowing key compe ences o Dec e o 61/2022: “compe ence in
linguis ic communica ion”, “plu ilingual compe ence”, “digi al compe ence”, “pe sonal, social
and lea ning o lea n compe ence” and “compe ence in cul u al awa eness and exp ession”.
4.6.2.5. Physical Educa ion and Ma hema ics.
A his s age o he p ojec , he s uden s will ha e su icien knowledge abou he ecycling
opic. Hence, his ac i i y, called “Recycling elay”, is p oposed as a e iew o some o he
con en p e iously co e ed. Fo his pu pose, a eam elay ace will be held, as his game
a ou s he de elopmen o mo o skills and s eng h (Talaghi e al., 2017; Fenanlampi ,
2021). The s uden s will be di ided in o wo la ge g oups, and placed in a line. A he s a ing
poin , each eam will ha e di e en ypes o was e ( ui peels, cans, newspape s, jam
ja s…). In ano he line on he opposi e side, abou 10 me es away, each eam will ha e ou
ubbish con aine s (plas ic, o ganic, glass, pape /ca dboa d). When a whis le is blown, one
membe o each eam mus pick up one o he was e p oduc s, say i s name aloud in English,
un o whe e he con aine s a e loca ed and place i in he app op ia e one. Then, hey will
e u n o he s a ing poin , shake hands wi h hei eamma e and he p ocedu e will con inue
in his way un il all membe s ha e pa icipa ed. The e o e, his ac i i y encou ages he
de elopmen o mo o skills such as mo o coo dina ion h ough unning, agili y h ough
changing di ec ions, and speed. Fo ha eason, speci ic compe ence 2 o he a ea o
Physical Educa ion o Dec e o 61/2022 is add essed:
To adap he elemen s o he body scheme, physical, pe cep ual-mo o and
coo dina ion capaci ies, as well as mo o skills, applying p ocesses o pe cep ion,
decision and execu ion, in o de o espond o he demands o mo o p ojec s and
mo o p ac ices wi h di e en pu poses in e e yday con ex s. (Dec e o 61/2022, p. 62)
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A he end o he game, in ma hema ics class, he aim is o s uden s o use he numbe da a
ha can be ex ac ed om he p e ious game o co e he speci ic con en o his subjec .
Real-li e con ex ualised ac i i ies acili a e he de elopmen o connec ions be ween
ma hema ics and i s applica ion in e e yday li e (Cla ke & Roche, 2018), so ha pupils
ealise ha his discipline helps o make sense o he wo ld. In ac , his is emphasised in
ma hema ics speci ic compe ence 1: “In e p e e e yday si ua ions by p o iding a
ma hema ical ep esen a ion o hem using concep s, ools and s a egies o analyse he
mos ele an in o ma ion” (Dec e o 157/ 2022, p. 100). S uden s will coun he numbe o
was e i ems in each con aine . A e wa ds, hey will again make ba cha s and ables o
collec his in o ma ion isually. I is also p oposed ha hey make app oxima ions and
ounding o his da a. Finally, hey will ha e o do ope a ions, such as mul iplica ion o
di ision, wi h he numbe o was e i ems in each con aine . An example o his las ask is he
ollowing: “Mul iply he numbe o was e i ems in he yellow con aine by he numbe o was e
i ems in he blue one”. Th ough his ac i i y, he ollowing con en s o he Ma hema ics a ea o
Dec e o 61/2022 will be wo ked on: “Va ious coun ing s a egies (...) in e e yday si ua ions”
(p. 101), om he “coun ing” block; es ima ions and app oxima ions, amed in he “quan i y”
block; and, las ly, “s a egies o ecognise which simple o combined ope a ions (addi ion,
sub ac ion, mul iplica ion, di ision) a e use ul o sol e con ex ualised si ua ions” (p. 102),
om he “ope a ions” block. All hese con en s a e amed in he main block o “numbe s and
ope a ions”.
4.6.2.6. A s.
This ac i i y, which is called, “eco- iendly collages”, consis s o making a collage using he
was e ound in he school. Acco ding o he de ini ion o e ed by C an (2016), collage is an
a is ic echnique in which pape s and di e en objec s a e glued jux aposed on a su ace.
S uden s will p obably be amilia wi h his p ocedu e hanks o he Spanish pain e Picasso.
Howe e , his p ojec p oposes an app oach o his echnique om he pe spec i e o a
B azilian a is : Vik Muniz. The wo ks o his pain e became popula hanks o he
ans o ma ion o was e om one o he la ges land ills in B azil in o wo ks o a . A e
obse ing he deplo able si ua ion in which he land ill wo ke s we e li ing, he decided o
ans o m he ubbish hey we e su ounded by in o a and dona e he money aised. Thus,
hanks o he wo k p oduced by his au ho , a p ac ical example o one o he 3Rs, euse, is
p o ided. S uden s will ealise ha was e can also be eused o c ea e a , e en hough hese
objec s end no o be associa ed wi h a is ic ac i i y. Likewise, hey will disco e ha one o
he unc ions o a is o encou age social ans o ma ion (Milb and , 2010). Al hough pupils
a e p obably mo e acquain ed wi h a as a means o explo e one’s own eelings (Reid,
1966), i is impo an ha hey disco e ha a can also ha e an ins umen al unc ion. I is
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
essen ial o ge his idea ac oss o s uden s, as hey may conside a as a sui able op ion o
p oposing imp o emen s o he p oblem in which hei communi y is imme sed.
In o de o ca y ou his ac i i y, Vik Muniz and examples o his wo ks will i s be p esen ed,
explaining he easons ha led o hei c ea ion. A e his, s uden s will be di ided in o i e
g oups, and each g oup will be dis ibu ed o a di e en able. On each o hese ables,
di e en ypes o was e ha ha e been ound a school will be placed. S uden s will be asked
o make a collage using was e, ollowing Vik Muniz’s example. Howe e , c ea i i y will be
encou aged, as he e will be no guidelines o making hem. Pupils can exp ess hei
emo ions h ough he collage, o denounce he p oblem ha he school is expe iencing,
add essing he wo unc ions o a ha hey know so a . In addi ion, he con en s o “a is ic
wo ks (...) o di e en aes he ic cu en s, o igins and pe iods p oduced by in e na ional
c ea o s (...)” (p. 52) and he c ea i e p ocess, o he blocks “ ecep ion and analysis” and
“c ea ion and in e p e a ion” o he a ea o Plas ic and Visual Educa ion (Dec e o 61/2022)
a e add essed. In he same line, speci ic compe ences 1 and 3 a e co e ed: “To disco e
a is ic p oposals o di e en gen es, s yles, pe iods and cul u es, o de elop cu iosi y and
espec o di e si y” (p.51) and “ o exp ess an communica e ideas, eelings and emo ions in
a c ea i e way (...) o p oduce one’s own wo ks” (p. 51).
Finally, his ac i i y con ibu es o he de elopmen o he ollowing key compe ences o he
Mad id cu iculum: “ci izenship compe ence” and “compe ence in cul u al awa eness and
exp ession” (Dec e o 61/2022). By app oaching in e cul u ali y om Muniz’s wo k, s uden s
a e in i ed o e lec on he social eali y in which ce ain popula ions li e imme sed. This
p omo es social awa eness and c i ical analysis o eali y, as his pain ings inspi e e lec ion
on social injus ices and how o build a mo e equi able wo ld. Fu he mo e, he use o
e e yday ma e ials o hese B azilian ci izens can lead o discussions on how Muniz
challenges adi ional a is ic con en ions o help he ci izens o his coun y.
4.6.3. Phase 3: Solu ion p oposals
A his s age, s uden s ha e al eady acqui ed knowledge o a ious disciplines h ough he
English language, and de eloped skills, compe ences and a i udes linked o ecycling and
ca e o he en i onmen . They a e he e o e eady o p opose solu ions o imp o e he was e
managemen si ua ion in hei local communi y o school. The essence o his phase is ha
pupils ake on he ole o ac i e agen s o imp o e hei communi y (Ma ín, 2010). I is
he e o e up o hem o use all he ools wi h which hey ha e been equipped h oughou he
p ojec o p opose solu ions. These solu ion p oposals depend on he con ex in which he
p oblem is deal , as well as on he s uden s who pa icipa e in he p ojec , since each g oup
o pupils has speci ic cha ac e is ics, and he lea ning ha is d awn can be di e en , oo.
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Alicia He nández Ga cía
The s uden s o Nues a Seño a del Luce o school (Mad id) p oposed he c ea ion o a ap o
aise awa eness among he school communi y abou ecycling and hus imp o e he was e
pollu ion si ua ion in hei school. I was c ea ed by using an a i icial in elligence (AI)
applica ion: SunoAI. Following he g owing popula i y o Cha GPT o e he pas yea , he
s uden s ound an AI ool o c ea e songs. Fo i s elabo a ion, hey i s decided on he key
wo ds hey had lea n du ing he p ojec , such as: ecycling, en i onmen , euse,
sus ainabili y, pollu ion, was e, e c. Then, hey ag eed on he message hey wan ed o
con ey h ough he song, which in his case was o aise awa eness abou he impo ance o
ecycling a school and each he school communi y how o do i . A e wa ds, hey w o e he
p omp wi h his in o ma ion and en e ed i in o he AI applica ion. In jus a ew seconds, his
ool c ea ed se e al songs. They lis ened o all he op ions and chose he one ha bes
sui ed hei goals and in e es s. This music-making p ocess o e s emo ional bene i s as well,
since child en eel g ea eedom and happiness, which makes hem enjoy hei c ea i e
ac i i y (Volchego skaya & Nogina, 2014). Besides, he c ea ion o songs e lec s an
au hen ic use o language (Ludke, 2019).
I is undeniable ha we a e su ounded by echnological de ices all he ime and ha hey
in luence he way we communica e, in e ac and beha e wi h each o he . These digi al ools
a e apidly p og essing, as has been wi nessed wi h he eme gence o an inc easing numbe
o AI ools. AI also has an impac on he educa ional con ex , as i has he po en ial o
eshape he way eache s and lea ne s engage in lea ning, imp o ing i s quali y and
p omo ing mo e pe sonalised lea ning (Negoiță & Popescu, 2023). No only is his lea ning
mo e indi idualised, bu i is also mo e adap ed o he p o ile o oday’s lea ne s.
In sho , he i ual e a in which we a e imme sed demands digi ally compe en indi iduals
who know how o make app op ia e and esponsible use o new echnologies. The e o e,
a he han being seen as a isk, AI should be ega ded as a ool ha makes li e easie and
whose po en ial allows maximising he bene i s o he lea ning p ocess. Indeed, i makes
sense o in oduce his i ual ool in he educa ion con ex o p epa e s uden s o an AI-led
u u e (Negoiță & Popescu, 2023).
Th ough his ac i i y, s uden s de eloped speci ic compe ence 4 o he Technology and
Robo ics a ea o Dec e o 61/2022: “Know and alue he possibili ies o a i icial in elligence o
ac wi h machines o sys ems in a way ha acili a es wo k and g adually imp o es i ” (p.
122). Mo eo e , hey wo ked on he ollowing con en o he block “a i icial in elligence”: “use
o simple compu e applica ions o compu e s and mobile de ices and in oduc ion o
a i icial in elligence” (Dec e o 61/2022, p. 123). Likewise, h ough he elabo a ion o he
song, hey also co e ed he con en : “Compu e applica ions o (...) eco ding, ep oduc ion,
imp o isa ion and c ea ion o wo ks” (Dec e o 61/2022, p. 52), amed in he block “music
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
and pe o ming a s” o he a ea o Music. Fo all hese easons, he ac i i y p oposed by he
s uden s se ed o enhance he ollowing key compe ences: mul ilingual compe ence;
ma hema ical compe ence and compe ence in science, echnology and enginee ing (STEM);
pe sonal, social and lea ning o lea n compe ence; ci izenship compe ence; and
en ep eneu ial compe ence (Dec e o 61/2022).
4.6.4. Phase 4: P oblem esolu ion and assessmen o he esul s
This phase in ol es he implemen a ion o hose measu es p oposed by he s uden s in he
p e ious phase o sol e he p oblem. In he case o he s uden s om Nues a Seño a del
Luce o school, hey ga he ed he whole school communi y in he assembly hall o p esen
hei song, and explain i s message abou he impo ance o ecycling in hei school o pu
an end o p esen pollu ion. In addi ion, he ecycling ap became he song played o e he
school loudspeake s a he beginning and end o he school day. The objec i e o his
measu e was o os e in e nalisa ion o he message, as h ough daily exposu e o he song,
he message becomes ing ained in he lis ene s (Liebe man, 2012).
Once hese ha e been implemen ed, a inal p ocess o e lec ion has o be ollowed o
e alua e he esul s o he p ojec and he s uden s’ in ol emen in i . This las e lec ion, bo h
indi idually and oge he , is i al, as i gi es meaning o he se ice and op imises he
knowledge lea ned (Rubio, 2010). In ac , au ho s such as Ma ín (2010) a gue ha he e is
no educa ional expe ience i i has no been e lec ed upon, o he wise one does no
unde s and how i has con ibu ed o hei lea ning. The e o e, his p ocess en iches he
awa eness o wo essen ial elemen s ha a e in eg a ed in o hese p ojec s: communi y
se ice and cu icula lea ning. To begin wi h, i encou ages analysis o he impac ha he
s uden s’ ac ions ha e had on hei communi y. Howe e , his p ocess also acili a es
awa eness o he why and whe e o e o he knowledge and skills de eloped du ing he
p ojec , wi h he consequen e alua ion o whe he o no hese ha e enabled hem o p o ide
a quali y se ice (Ma ín, 2010). In addi ion o unde s anding how he con en o he a ious
disciplines has enabled hem o sol e he p oblem, h ough his e lec ion hey will also
become awa e o he alues in ol ed in hei ac ions (Ma ín, 2010). Finally, gi en ha his is
an in eg a ed SL and CLIL p ojec , and ha he ehicula language is English, in his phase
he pupils will be able o e lec on he use hey ha e made o he o eign language o
communica i e pu poses in eal si ua ions.
A combined app oach o quan i a i e and quali a i e me hods will be used o e alua e his
p ojec . On he one hand, ques ionnai es will be used o collec in o ma ion on he opinions,
a i udes and sa is ac ion o s uden s and communi y membe s in a s anda dised way.
Howe e , al hough his quan i a i e da a p o ides aluable in o ma ion, open-ended
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Alicia He nández Ga cía
Gene al deg ee
compe encies:
Sec ion
in he
TFG:
Re e ences-in o ma ion sou ces
P ima y sou ces
Seconda y
sou ces
4.5.
4.6.
4.6.2.4.
4.6.3.
5.3.
Ball (2016) 15
Palme o (2008) 22
Fuen es e al. (2022) 22
Ma ínez-Od ía (2007) 22
Jagla & Tice (2019) 22
E zioni (1999) 24
F ei e (2014) 24
Pé ez-Ibáñez (2014) 37
Ins i u o Nacional de Es adís ica (2023) 38
Uni ed Na ions (s. .) 38
Gijón (2010) 43
Minis e io de Educación, Fo mación
P o esional y Depo es (2020) 44
Gijón (2010) 45
Wallace & Kuppe man (1997) 52
Negoiță & Popescu (2023) 56
CG6. To know and apply
echniques o he collec ion
o in o ma ion h ough
obse a ion o o he ypes o
s a egies in esea ch,
e alua ion and inno a ion
p ocesses.
1
3.1.2.
4.6.2.2.
4.6.4.
OECD (2023) 5, 12
Galesic & Ga cía-Re ame o (2010) 49
DeWal & Dewal (2011) 58
Kawulich (2005) 58
F anklin & Jo dan (1995) 58
CG7. To unde s and u o ial
ac ion and guidance in he
educa ional amewo k in
ela ion o s uden s and
de elopmen con ex s.
3.2.2.3.
3.3.4.
3.3.5.
4.5.
Ma ínez-Od ía (2007) 27, 36
Ausubel (1976) 27
Coyle e al. (2010) 35
Je onen e al. (2009( 44
CG8.1. To design didac ic
s a egies app op ia e o he
na u e o he speci ic
scien i ic ield, s a ing om
he P ima y cu iculum, o
he a ea o Expe imen al
Sciences.
4.6.1.1.
4.6.2.3.
4.1.
Paz e al. (2014) 38
Wale & Bishaw (2020) 46
Ross e al. (2015) 50
CG8.2. To design didac ic
s a egies app op ia e o he
na u e o he speci ic
scien i ic ield, s a ing om
he P ima y cu iculum, o
he a ea o 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.
Fuen es e al. (2022) 22
Dewey (1930) 23
E zioni (1999) 24
F ei e (2014) 24
Pes alozzi (2003) 25
Puig (2010) 25
De la Ce da e al. (2010) 26
T illa (2010) 26
Fu co (2010) 26
Ma ínez-Od ía (2007) 28
Ma ín (2010) 30
Gijón (2010) 45
Pa edes (2016) 51
CG8.3. To design didac ic
s a egies app op ia e o he
4.6.6.1.
4.6.6.2.
Rampal (2003) 46
Galesic & Ga cía-Re ame o (2010) 49
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
Gene al deg ee
compe encies:
Sec ion
in he
TFG:
Re e ences-in o ma ion sou ces
P ima y sou ces
Seconda y
sou ces
na u e o he speci ic
scien i ic ield, s a ing om
he P ima y cu iculum, o
he a ea o Ma hema ics.
4.6.2.5.
Ba deka (2015) 49
Cla ke & Roche (2018) 54
CG8.4. To design didac ic
s a egies app op ia e o he
na u e o he speci ic
scien i ic ield, s a ing om
he P ima y cu iculum, o
he a ea o Language and
Li e a u e.
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.
Bowe e al. (2020) 5, 9
Eu ydice (2023) 8
O o & Co ina-Pé ez (2023) 9
Escoba U mene a (2019) 9, 10, 13, 19, 33
Bae ens (2011) 9
Coyle e al. (2010) 9, 10, 12, 14, 15, 19, 32
Renau & Mas Ma í (2018) 10, 11, 15
Cenoz (2015) 10
Klewi z (2021) 11
Dale & Tanne (2018) 11
Bake & W igh (2017) 15
Gilmo e (2007) 17
Halbach (2014) 36
Azabda a i & Mozaheb (2012) 49
Lab ado e al. (2014) 52
CG8.5. To design didac ic
s a egies app op ia e o he
na u e o he speci ic
scien i ic ield, s a ing om
he P ima y cu iculum, o
he a ea o Musical
Educa ion.
4.6.3.
Volchego skaya & Nogina (2014) 56
Ludke (2019) 56
CG8.6. To design didac ic
s a egies app op ia e o he
na u e o he speci ic
scien i ic ield, s a ing om
he P ima y cu iculum, o
he a ea o Plas ic and Visual
Educa ion.
4.6.2.6.
C an (2016) 54
Milb and (2010) 54
Reid (1966) 54
CG8.7. To design didac ic
s a egies app op ia e o he
na u e o he speci ic
scien i ic ield, s a ing om
he P ima y cu iculum, o
he a ea o Physical
Educa ion
4.6.2.5.
Talaghi e al. (2017) 53
Fenanlampi (2021) 53
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Alicia He nández Ga cía
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h ps://dx.doi.o g/10.1080/07908318.2014.1000922
Cenoz, J., Genesee, F., & Go e , D. (2013). C i ical Analysis o CLIL: Taking S ock and
Looking Fo wa d. Applied Linguis ics, 35(3), 243-262.
h ps://doi.o g/10.1093/applin/am 011
Chi a-Ba oll, O., Lidon, M., & Sal ado -Ga cía, C. (2020). Can se ice-lea ning p omo e
social well-being in p ima y educa ion s uden s? A mixed me hod app oach. Child en
and You h Se ices Re iew, 111, 1-8.
h ps://doi.o g/10.1016/j.childyou h.2020.104841
Cla ke, D., & Roche, A. (2018). Using con ex ualized asks o engage s uden s in meaning ul
and wo hwhile ma hema ics lea ning. Jou nal o Ma hema ical Beha io , 51, 95-108.
h ps://doi.o g/10.1016/j.jma hb.2017.11.006
Coleman, J. (1966). Equali y o educa ional oppo uni y. Washing on, DC: U.S. Depa men o
Heal h, Educa ion, and Wel a e, O ice o Educa ion, Na ional Cen e o Educa ional
S a is ics.
Colome , J., Pallise a, M., Fullana, J., Bu iel, M., & Fe nández, R. (2013). Re lec i e lea ning
in highe educa ion: A compa a i e analysis. P ocedia-Social and Beha io al
Sciences, 93, 364-370. h ps://doi.o g/10.1016/j.sbsp o.2013.09.204
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Comisión Eu opea (2022). Re isión de la aplicación de la polí ica medioambien al 2022:
In o me sob e España. Di ección Gene al de Medio Ambien e de la Comisión
Eu opea.
h ps://en i onmen .ec.eu opa.eu/sys em/ iles/2022-09/Spain%20-%20EIR%20Coun
y%20Repo %202022%20%28ES%29.PDF
Council o he Eu opean Union (2002). P esidency Conclusions: Ba celona, 15 and 16 Ma ch
2002.
h ps://www.consilium.eu opa.eu/uedocs/cms_da a/docs/p essda a/en/ec/69871.pd
Coyle, D. (2015). S eng hening in eg a ed lea ning: Towa ds a new e a o plu ili e acies and
in e cul u al lea ning. La in Ame ican Jou nal o Con en & Language In eg a ed
Lea ning, 8(2), 84-103. h ps://doi.o g/10.5294/laclil.2015.8.2.2.
Coyle, D., Hood, P., & Ma sh, D. (2010). CLIL: Con en and Language In eg a ed Lea ning.
Camb idge Uni e si y P ess. h ps://doi.o g/10.1017/9781009024549
C an, R. (2016). Collage in Twen ie h-Cen u y A , Li e a u e, and Cul u e. Rou ledge.
h ps://doi.o g/10.4324/9781315572680
Cummins, J. (1984). Bilingualism and Special Educa ion: Issues in Assessmen and
Pedagogy. Mul ilingual Ma e s.
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Hong Kong: Hong Kong Uni e si y.
Dale, L., & Tanne , R. (2018). CLIL Ac i i ies: a esou ce o subjec and language eache s.
Camb idge Uni e si y P ess.
Dal on-Pu e , C. (2007). Discou se in Con en and Language In eg a ed Lea ning (CLIL)
Class ooms. John Benjamins.
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CLIL Class ooms. John Benjamins Publishing Company.
h ps://ebookcen al.p oques .com/lib/uni e sidadcomplu ense-ebooks/de ail.ac ion?d
ocID=623309
Dec e o 61/2022, de 13 de julio, del Consejo de Gobie no, po el que se es ablece pa a la
Comunidad de Mad id la o denación y el cu ículo de la e apa de Educación P ima ia.
Bole ín O icial de la Comunidad de Mad id, de 18 de julio de 2022.
h ps://www.bocm.es/bole in/CM_O den_BOCM/2022/07/18/BOCM-20220718-1.PDF
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De G aa , E., & Kolmos, A. (2003). Cha ac e is ics o p oblem-based lea ning. In e na ional
jou nal o enginee ing educa ion, 19(5), 657-662.
De la Ce da, M., G aell, M., Ma ín, X., Muñoz, A., & Puig, J. M. (2010). Ap endizaje se icio:
ejemplos y de iniciones. In J. M. Puig (Coo d.), Ap endizaje Se icio (ApS):
Educación y comp omiso cí ico (2ª ed., pp. 9-13). GRAÓ.
DeWal , K. M, & DeWal , B. (2011). Pa icipan obse a ion: A guide o ieldwo ke s. Al aMi a
P ess.
Dewey, J. (1930). Las escuelas de mañana (3ª ed.).Mad id: Lib e ía y Casa Edi o ial
He nando.
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Se ice-Lea ning in Teache Educa ion. S ylus Publishing, LLC.
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(CLIL) o Teache s and Teache Educa o s. CLIL Jou nal o Inno a ion and Resea ch
in Plu ilingual and Plu icul u al Educa ion, 2(1), 7-19.
h ps://doi.o g/10.5565/ e /clil.21
E zioni, A. (1999). La nue a egla de o o: comunidad y mo alidad en una sociedad
democ á ica. Paidós.
Eu opean Commission (24 July 2003). P omo ing Language Lea ning and Linguis ic
Di e si y: An Ac ion Plan 2004 – 2006 [Pape p esen a ion]. Commission o he
Eu opean Communi ies, B ussels, Belgium.
h ps://eu -lex.eu opa.eu/LexU iSe /LexU iSe .do?u i=COM:2003:0449:FIN:en:PDF
Eu opean Commission (2022). Re isión de la aplicación de la polí ica medioambien al 2022:
In o me sob e ESPAÑA.
h ps://en i onmen .ec.eu opa.eu/sys em/ iles/2022-09/Spain%20-%20EIR%20Coun
y%20Repo %202022%20%28ES%29.PDF
Eu opean Commission, Di ec o a e-Gene al o Educa ion, You h, Spo and Cul u e (2006).
Con en and Language In eg a ed Lea ning (CLIL) a school in Eu ope, Publica ions
O ice o he Eu opean Union.
Eu ydice (2023). Key da a on eaching languages a school in Eu ope – 2023 edi ion,
Eu ydice epo , Publica ions O ice o he Eu opean Union, Luxembou g.
h ps://doi.o g/10.2797/529032
Facul ad de Educación de la Uni e sidad Complu ense de Mad id (2024). Guía del T abajo
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Fel en, P., & Clay on, P. (2011). Se ice-lea ning. New Di ec ions o Teaching and Lea ning,
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Fenanlampi , A. (2021). The E ec o TGT Model on S uden Cogni i e Lea ning Ou comes:
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h ps://doi.o g/10.35445/alishlah. 13i3.1409
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ocID=1745456
Fuen es, J. L., Fe nández-Saline o, C., & Ahedo, J. (2022). Democ acia y adición en la
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h ps://login.bucm.idm.oclc.o g/login?u l=h ps://www.p oques .com/schola ly-jou nals/
co ela ion-causa ion-mo i a ion-second-language/doc iew/220817712/se-2
Gijón, M. (2010). Ap endizaje se icio y necesidades sociales. In J. M. Puig (Coo d.),
Ap endizaje Se icio (ApS): Educación y comp omiso cí ico (2ª ed., pp. 53-70).
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363-374. h ps://doi-o g.bucm.idm.oclc.o g/10.1093/el /58.4.363
Gilmo e, A. (2007). Au hen ic ma e ials and au hen ici y in o eign language lea ning.
Language Teaching, 40, 97-118. h ps://doi.o g/10.1017/S0261444807004144
González, M., & Ta onna, A. (2012). New T ends in Ea ly Fo eign Language Lea ning: he
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ocID=1114268
Halbach, A. (2014). Teaching (in) he o eign language in a CLIL con ex : Towa ds a new
app oach. In B eeze e al. (Eds.), In eg a ion o Theo y and P ac ice in CLIL (1s ed.,
pp. 1-14). BRILL.
Ha me , J. (2015). The P ac ice o English Language Teaching. Pea son.
Ins i u o Nacional de Es adís ica (2023). Es adís ica sob e Recogida y T a amien o de
Residuos: Año 2021. h ps://www.ine.es/p ensa/ esiduos_2021.pd
Jagla, V., & Tice, K. (2019). Educa ing Teache s and Tomo ow S uden s h ough
Se ice-Lea ning Pedagogy. In o ma ion Age Publishing, INC.
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S udy o En i onmen al Educa ion in Na u e Schools. In e na ional Jou nal o
En i onmen al & Science Educa ion, 4(1), 1-23. h ps://e ic.ed.go /?id=EJ884383
Kawulich, B. B. (2005). Pa icipan Obse a ion as a Da a Collec ion Me hod. Fo um:
Quali a i e Social Resea ch, 6(2). h ps://doi.o g/10.17169/ qs-6.2.466
Klewi z, B. (2019). Con en and Language In eg a ed Lea ning (CLIL): A Me hodology o
Bilingual Teaching. Ibidem Ve lag.
h ps://ebookcen al.p oques .com/lib/uni e sidadcomplu ense-ebooks/de ail.ac ion?d
ocID=6661485
Kolb, D. A. (2015). Expe ien ial Lea ning: Expe ience as he Sou ce o Lea ning and
De elopmen . Pea son Educa ion.
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La Moncloa (26 Ap il 2023). El 46,6% de los alumnos y alumnas de P ima ia die on clase en
un idioma ex anje o el cu so pasado.
h ps://www.lamoncloa.gob.es/se iciosdep ensa/no asp ensa/educacion/Paginas/20
23/260423-alumnado-idioma-ex anje o.aspx
Lee, A., Hon, L., Won, J., You, L., Oloke, T., & Kong, S. (2020). The Role o Psychological
P oximi y and Social Ties In luence in P omo ing a Social Media Recycling
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h ps://doi.o g/10.1080/17524032.2019.1677737
Le s ik, L., & Tyson, C. (2008). Handbook o Resea ch in Social S udies Educa ion.
Rou ledge. h ps://doi.o g/10.4324/9780203930229
Ley 7/2022, de 8 de ab il, de esiduos y suelos con aminados pa a una economía ci cula .
Bole ín O icial del Es ado, 85, de 09 de ab il de 2022.
h ps://www.boe.es/busca /ac .php?id=BOE-A-2022-5809
Liebe man, D. A. (2012). Human lea ning and memo y. Camb idge Uni e si y P ess.
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o In o mal Language Lea ning (203-214). Wiley-Blackwell.
h ps://doi.o g/10.1002/9781119472384.ch13
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Se icio (ApS): Educación y comp omiso cí ico (2ª ed., pp. 107-126). GRAÓ.
Ma ínez-Od ía, A. (2007). Se ice-lea ning o ap endizaje-se icio: la ape u a de la escuela
a la comunidad local como p opues a de educación pa a la ciudadanía. Bo dón:
Re is a de pedagogía, 59(4), 627-640.
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Cu iculum. In e na ional Jou nal o Eme ging Technology in Lea ning, 14(21), 4-15.
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educa i o71022.pd
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ambien al en el con ex o colombiano. Luna Azul, 39, 250-270.
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Pé ez-Ibáñez, I. (2014). Add essing ou s uden s’ needs: Combined ask-based and
p ojec -based me hodology in second language and CLIL cou ses. In R. B eeze, C.
Llamas, C. Ma ínez, & C. Tabe ne o (Eds.), In eg a ion o heo y and p ac ice in CLIL
(97-110). BRILL. h ps://doi.o g/10.1163/9789401210614_007
Pes alozzi, J. (1885). Leona d and Ge ude. Bos on: D.C. Hea h.
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ques ions
aloud o sol e
possible
doub s
2.S uden s
answe he
ques ions
To syn hesise one’s own ideas abou
ecycling
Communica ion
Language
o lea ning
Recycling keywo ds ( ypes o was e,
con aine s, e c.)
Language
o lea ning
Language o answe ing ques ions
Language o exp essing one’s own
opinions
Language o desc ibing
Language
h ough
lea ning
Language h ough w i ing one’s own
e lec ions
Cogni ion
To e alua e one’s own knowledge o ecycling
Cul u e
To unde s and how ecycling cul u e impac s he
en i onmen
Phase 2: Selec ion o con en
1.Eco-ch
allenge:
was e
so ing
45 min
1.Place
lashca ds o
he mos
common
was e on he
blackboa d
2.Associa e
he pic u es o
he was e wi h
hei w i en
G oups o 5
s uden s
Flashca ds
4 con aine s
CLIL
elemen s
Con en
Knowledge
Names o di e en ypes o was e and o
he main con aine s
Skills
Reading, speaking & lis ening
To classi y di e en ypes o was e in he
app op ia e con aine
Communica ion
Language
o lea ning
Was e ocabula y (plas ic bo le, can,
le o e s…) & name o con aine s
Language
o lea ning
Language o exp essing exis ence ( o be;
he e is/ he e a e)
Language o exp ess capaci y (can / can’ )
Language o a i ming o denying
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
names in
English
3.Classi y he
di e en
was e in he
app op ia e
con aine by
g oups
Language o in e ac ing wi h pee s
Language o engaging in games
Language
h ough
lea ning
Language h ough pee in e ac ion
Cogni ion
To emembe he names o di e en ypes o was e and o
he main con aine s
To apply ecycling echniques o comple e he game
Cul u e
Cul u e is no add essed
2.Lookin
g a he
wo ld
h ough
g aphics
1h15min
1.Explana ion
o ables and
ba cha s
(s eps, aim)
2.Elabo a ion
o ables o
lis he name
o he was e
and he
numbe o
imes
obse ed
3.Elabo a ion
o ba cha s
o quickly
iden i y he
leas ecycled
was e a
G oups o 5
No ebook
Pencils
Rule
Compass
CLIL
elemen s
Con en
Knowledge
Rep esen a ion o quan i a i e da a
h ough ables and ba cha s
Names o di e en ypes o was e & school
a eas
Skills
Speaking, lis ening & w i ing
To design ables and ba cha s o
ep esen he da a collec ed
To iden i y which was e is he leas
ecycled in each school a ea
Communica ion
Language
o lea ning
Vocabula y ela ed o ables and ba cha s
Di e en ypes o was e ocabula y
Language
o lea ning
Language o desc ibing he s eps in he
design o ables and ba cha s
Language o in e p e ing in o ma ion
Language
h ough
lea ning
Language h ough ables and ba cha s
elabo a ion
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Alicia He nández Ga cía
school
Cogni ion
To c ea e ables and ba g aphs o ep esen quan i a i e
da a
To ead quan i a i e da a h ough ables and ba cha s
To d aw ele an conclusions om ables and ba cha s
To emembe he name o di e en ypes o was e
Cul u e
To unde s and how cul u e in luences ecycling p ac ices
a school
3.Plas ic
seas
45 min
1.The eache
places wa e ,
animal oys
and plan s in
he con aine
(sea).
2.Re lec ion
ques ions
3.The eache
in oduces
plas ic was e
in he wa e
4.Re lec ion
ques ions
5.The eache
in oduces oil
in he wa e .
6.Re lec ion
ques ions
Whole
g oup
La ge
anspa en
con aine
Wa e
Ma ine
animal oys
Plan s
Plas ic was e
CLIL
elemen s
Con en
Knowledge
Plas ic pollu ion in seas and oceans due o
human ac i i y
Skills
Lis ening & speaking
To dis inguish he na u al si ua ion o he
seas om ha esul ing om human
pollu ion
Communica ion
Language
o lea ning
Plas ic was e ocabula y
Vocabula y ela ed o seas (eg. animals)
Language
o lea ning
Language o making hypo hesis
Language o conduc ing expe imen s
Language
h ough
lea ning
Language h ough discussion and
exchange o ideas
Cogni ion
To unde s and sea pollu ion as a consequence o human
ac ions
To hink o measu es o p e en sea pollu ion
To make hypo heses on pollu ion o he seas
Cul u e
To unde s and how cul u al a i udes owa ds plas ic use
pollu e he seas
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
4.Recycl
e ada
1h30min
1.The eache
explains a
Finnish
measu e o
p omo e
ecycling
2.S uden s
sea ch o
o he
in e na ional
campaigns on
he In e ne
3.Ideas a e
sha ed o
open a g oup
discussion
4.Recycling
ad e isemen
s a e
analysed
Whole
g oup &
indi idual
Table s
CLIL
elemen s
Con en
Knowledge
O he coun ies’ measu es o p omo e
ecycling & he use o he o ical s uc u es
in ecycling ad e isemen s
Skills
Reading, w i ing, speaking & lis ening
To sea ch o measu es o p omo e
ecycling in o he coun ies on he In e ne
To analyse he messages con eyed in
ad e isemen s
Communica ion
Language
o lea ning
Recycling keywo ds
Names o coun ies
Language
o lea ning
Language o discussing
Language o sea ching in o ma ion on he
In e ne
Language
h ough
lea ning
Language h ough online in o ma ion
sea ch
Language h ough g oup discussion
Cogni ion
To e alua e he ele ance o online in o ma ion
To analyse how language is used pe suasi ely o
in luence people
To ques ion he in o ma ion p esen in ad e isemen s
Cul u e
To lea n abou o he coun ies’ ecycling p ac ices o
p omo e in e cul u al collabo a ion
5.Recycli
ng elay
45 min
1.S uden s,
di ided in wo
g oups, mus
pick up was e
2 g oups
(1s pa )
G oups o 5
s uden s
(2nd pa )
Di e en
ypes o
was e
Fou ubbish
con aine s
CLIL
elemen s
Con en
Knowledge
Name o was e i ems and con aine s
Skills
Speaking & lis ening & w i ing
To design ables and ba cha s o collec
in o ma ion
To do ope a ions wi h e e yday i ems
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p oduc s,
name hem,
and place
hem in he
app op ia e
con aine
2.Pupils coun
he numbe o
was e i ems in
each
con aine
3.S uden s
make ables
and ba
cha s o
collec his
in o ma ion
4.Pupils make
ope a ions,
app oxima ion
s and
oundings
wi h his
in o ma ion
To un and change di ec ions
Communica ion
Language
o lea ning
Was e i ems and con aine s ocabula y
Vocabula y ela ed o ables, ba cha s &
ope a ions (mul iply, di ide)
Language
o lea ning
Language o coun ing
Language o desc ibing he s eps in he
design o ables and ba cha s
Language o in e p e ing in o ma ion
Language o doing ope a ions
Language
h ough
lea ning
Language h ough games
Language h ough pee in e ac ion
Cogni ion
To emembe he names o di e en ypes o was e and o
he main con aine s
To apply ecycling echniques o comple e he game
To c ea e ables and ba g aphs o ep esen quan i a i e
da a
Cul u e
Cul u e is no add essed
6.Eco- ie
ndly
collages
45 min
1.The eache
p esen s Vik
Muniz and his
collages. This
echnique is
explained.
2. The
Indi idual
Was e i ems
Colou ed
ca dboa ds
Glue
CLIL
elemen s
Con en
Knowledge
Vik Muniz’s pain ings
A s as ool o social ans o ma ion
3Rs p ac ices ( ecycle, euse, educe)
Skills
Speaking & lis ening
To euse was e o c ea e collages
Communica ion
Language
o lea ning
Name o was e i ems
A is ic e ms (a wo k, ex u e…)
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
eache
explains ha
Muniz eused
was e o
c ea e a ,
and ha a
was used o
ans o m
social eali y.
2.Pupils
c ea e hei
own collages
Language
o lea ning
Language o c ea ing a wo ks (cu ,
s ick…)
Language o ollowing ins uc ions
Language o selec ing ma e ials
Language o exp essing ideas, emo ions
& pu poses
Language
h ough
lea ning
Language h ough ideas sha ing
Language h ough pee in e ac ion
Cogni ion
To combine di e en elemen s o c ea e collages
To plan how o make he collage
To e lec on one’s own ideas and eelings
Cul u e
To know in e na ional a is s and hei a wo ks
To e lec on he social eali y in which ce ain B azilians
a e imme sed
Phase 3: Solu ion p oposals
Eco-wa i
o s ap
60 minu es
1.S uden s
ag ee on
ecycling
keywo ds &
message hey
wan o
con ey
2.Pupils w i e
he p omp on
SunoAI
Whole
class
Compu e
AI so wa e
(SunoAI)
CLIL
elemen s
Con en
Knowledge
The use o AI ools o c ea e songs
Recycling keywo ds
Skills
Speaking, lis ening & w i ing
To use SunoAI o c ea e a ap ha os e s
ecycling a school
Communica ion
Language
o lea ning
Recycling keywo ds
Language ela ed o AI ools (eg. p omp )
Language
o lea ning
Language o ag eeing/disag ee wi h pee s
Language o discussion
Language o sha ing o ideas
Language o exp essing p e e ence
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3.S uden s
lis en o all
he song
op ions and
choose he
one ha sui s
bes hei goal
Language
h ough
lea ning
Language h ough pee in e ac ion
Language h ough In e ne use
Cogni ion
To emembe ecycling keywo ds
To selec he mos impo an keywo ds and song op ions
acco ding o demands
To unde s and ha AI can be used o c ea e songs
Cul u e
To unde s and he impac o AI on cul u e and socie y
Phase 4: P oblem esolu ion & assessmen o he esul s
Final
e lec ion
45 min
S uden s
comple e a
ques ionnai e
made o
quan i a i e
and
quali a i e
ques ions o
e lec on hei
lea ning
ou comes,
pe o mance
in he p ojec
and use o he
o eign
language.
Indi idual &
g oup
Rub ics
Ques ionnai
es
CLIL
elemen s
Con en
Knowledge
Re ision o all ecycling con en , skills,
a i udes and compe ences co e ed
Skills
Reading & w i ing
To in eg a e all he lea ning o answe he
ques ionnai e
Communica ion
Language
o lea ning
Recycling ocabula y (eg. was e i ems &
con aine s)
Language
o lea ning
Language o answe ques ions
Language o desc ibe
Language
h ough
lea ning
Language h ough e lec ion
Cogni ion
To assess and e lec on one’s own lea ning and
pe o mance in he p ojec
Cul u e
To e lec on he ole o ecycling in one’s own and o he
cul u es
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
8.2. Appendix 2: In es iga ion o he ecycling si ua ion in he school
In es iga ion o he ecycling si ua ion in he school en i onmen
Obse a ions
Playg ound
Gene al desc ip ion o his a ea (clean, con amina ed, e c.):
Numbe o con aine s:
Condi ion o con aine s (clean, ull, di y, e c.):
Recycling p oblems iden i ied:
Types o was e obse ed (speci y ypology and numbe ):
Type o was e mos equen ly gene a ed:
Teache ’s oom
Gene al desc ip ion o his a ea (clean, con amina ed, e c.):
Numbe o con aine s:
Condi ion o con aine s (clean, ull, di y, e c.):
Recycling p oblems iden i ied:
Types o was e obse ed (speci y ypology and numbe ):
Type o was e mos equen ly gene a ed:
Dining oom
Gene al desc ip ion o his a ea (clean, con amina ed, e c.):
Numbe o con aine s:
Condi ion o con aine s (clean, ull, di y, e c.):
Recycling p oblems iden i ied:
Types o was e obse ed (speci y ypology and numbe ):
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Alicia He nández Ga cía
Type o was e mos equen ly gene a ed:
En ance
Gene al desc ip ion o his a ea (clean, con amina ed, e c.):
Numbe o con aine s:
Condi ion o con aine s (clean, ull, di y, e c.):
Recycling p oblems iden i ied:
Types o was e obse ed (speci y ypology and numbe ):
Type o was e mos equen ly gene a ed:
Class ooms
Gene al desc ip ion o his a ea (clean, con amina ed, e c.):
Numbe o con aine s:
Condi ion o con aine s (clean, ull, di y, e c.):
Recycling p oblems iden i ied:
Types o was e obse ed (speci y ypology and numbe ):
Type o was e mos equen ly gene a ed:
O he s:
____________
Re lec ions
● Wha su p ised you mos abou he ecycling si ua ion in he school?
● How do you eel abou his si ua ion?
● Do you hink ha was e managemen a his school is a p oblem?
● Do you hink i is impo an o imp o e he ecycling si ua ion in ou school? Why?
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
8.3. Appendix 3: Teache ’s guide on ques ions o guide he ini ial e lec ion
p ocess
Teache ’s guide
Iden i ica ion o he
p oblem in he school /
local communi y
● Do you conside he school / s ee / pa k o be
pollu ed? Why? Was he ubbish placed on he
g ound o in he bins?
● Which a eas o he school a e mos pollu ed?
● Wha a e he mos common ypes o ubbish ha
you ound?
A i udes o ca e o he
en i onmen and linking
he p oblem o one’s own
p ac ices
● How did you eel when you saw he pollu ed a eas?
● Wha do you do o p e en en i onmen al pollu ion?
Do you ecycle? How?
Ex apola ion o he
p oblem o he wide
socie y
● Do you hink ha his p oblem you ha e obse ed
in he school / local communi y also occu s
globally?
● Is pollu ion a human p oblem? Why do you hink
people choose o h ow ubbish on he g ound
when he e a e bins?
● Why is i necessa y o ecycle and wha a e he
consequences o no doing so?
● Wha impac does ubbish ha e on he
en i onmen ?
S uden pa icipa ion in
he sea ch o solu ions
● Wha could we do o educe he amoun o was e a
school?
● Would you like o help he school / local communi y
in was e managemen and sol e his p oblem?
● Wha measu es could we ake o encou age
ecycling in ou school / communi y?
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Alicia He nández Ga cía
objec i es o he p ojec .
sui able o he age o he class,
and in gene al add ess well he
con en s and objec i es o he
p ojec .
o he age o he class, and
add ess he con en s and
objec i es o he p ojec
excellen ly.
Rela ionship wi h
s uden s &
communi y
The e has been a ailu e o os e
s uden -communi y collabo a ion and o ac
as a guide o s uden s o os e hei
au onomy.
S uden -communi y collabo a ion
has been os e ed, bu he e a e
imp o emen s in he eaching
ole o guiding s uden s o os e
hei au onomy.
S uden -communi y collabo a ion
has been highly os e ed, and he
guiding ole o he eache has
con ibu ed g ea ly o he
p omo ion o s uden au onomy.
Assessmen o
s uden s’ lea ning
Assessmen me hods a e no app op ia e o
measu ing s uden lea ning and analysing he
impac o he p ojec on he communi y.
Assessmen me hods a e
e ec i e and p o ide aluable
in o ma ion on s uden lea ning
and on he impac o he p ojec
on he communi y.
Assessmen me hods a e
e ec i e and p o ide aluable
in o ma ion on s uden lea ning
and on he impac o he p ojec
on he communi y.
Re lec ion and
u u e
imp o emen s
The e has been no e lec ion on one’s own
pe o mance, no ha e a eas o
imp o emen been iden i ied.
A de ailed e lec ion on one’s own
pe o mance has been ca ied
ou , bu no a eas o
imp o emen ha e been
iden i ied.
A de ailed, in-dep h and c i ical
e lec ion on one’s own
pe o mance has been ca ied
ou , iden i ying a eas o
imp o emen in one’s own
eaching p ac ices and in he
p ojec , as well as planning
speci ic ac ions o such
imp o emen .
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
8.9. Appendix 9: Teache e alua ion o s uden s’ solu ion p oposals
E alua ion o s uden s’ solu ion p oposals
C i e ia
Unsa is ac o y
Adequa e
Excellen
Quali y o he
p oposal
The p oposal is ague o incohe en ,
and does no add ess he p oblem
adequa ely.
The p oposal is cohe en and add esses he
p oblem adequa ely, bu could be mo e
elabo a ed.
The p oposal is cohe en , add esses
he p oblem e ec i ely, and p o ides a
well-de eloped solu ion.
P esen a ion
and cla i y
The p esen a ion o he p oposal is
con using, lacks cla i y and he ideas
a e no o ganised.
The p esen a ion o he p oposal is clea ,
bu he o ganisa ion o ideas could be
imp o ed.
The p esen a ion o he p oposal is
clea and he ideas a e well o ganised.
Con en ,
language and
se ice
connec ion
The connec ion be ween he
academic con en , o eign language
and communi y se ice o he
p oposal is supe icial.
The connec ion be ween he academic
con en , o eign language and communi y
se ice o he p oposal is good, bu could
be imp o ed.
The connec ion be ween he academic
con en , o eign language and
communi y se ice is deep and
meaning ul.
Connec ion o
ideas om
di e en a eas
The p oposal does no in eg a e
knowledge om di e en cu icula
a eas.
The p oposal in eg a es some knowledge
om di e en cu icula a eas.
The p oposal in eg a es knowledge
om di e en cu icula a eas, showing
a s ong in e disciplina y unde s anding.
C ea i i y
The p oposal is no c ea i e o
inno a i e in he p esen a ion o
ideas o in sol ing he p oblem.
The p oposal shows an adequa e le el o
c ea i i y in he p esen a ion o ideas and in
sol ing he p oblem, bu is no inno a i e.
The p oposal shows a high le el o
c ea i i y and inno a ion in he
p esen a ion o ideas and in sol ing he
p oblem.
Viabili y
The p oposal is un ealis ic, o di icul
o implemen gi en he con ex o
esou ces a ailable.
The p oposal is ealis ic, bu may p esen
challenges in implemen a ion.
The p oposal is ealis ic and easible o
implemen gi en he con ex and
esou ces a ailable.
Impac
The p oposal has no po en ial impac
on he esolu ion o he communi y
p oblem.
The p oposal has limi ed po en ial impac
on he esolu ion o he communi y p oblem.
The p oposal has signi ican po en ial
impac on he esolu ion o he p oblem,
b oadly bene i ing he communi y.
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8.10. Appendix 10: E alua ion o he p ojec ’s impac on he communi y
E alua ion o he p ojec ’s impac on he communi y
C i e ia
Unsa is ac o y
Adequa e
Excellen
Was e educ ion
The e is no educ ion in he amoun o
was e in he communi y.
The e is a mode a e educ ion in
he amoun o was e in he
communi y.
The e is a signi ican educ ion in
he amoun o was e in he
communi y.
Inc eased ecycling
p ac ices
No inc ease in he amoun o ecycled
ma e ials is obse ed.
A mode a e inc ease in he
amoun o ecycled ma e ials is
obse ed.
A signi ican inc ease in he
amoun o ecycled ma e ials is
obse ed.
Beha iou al change
Few membe s o he communi y ha e
shown a a ou able change owa ds
ollowing ecycling p ac ices.
A no able numbe o he
communi y has shown a
a ou able beha iou al change
owa ds ollowing ecycling
p ac ices.
The majo i y o communi y
membe s ha e shown signi ican
beha iou al change owa ds
ollowing ecycling p ac ices.
Recycling knowledge
The communi y shows limi ed o no
knowledge o co ec ecycling p ac ices
(e.g. no knowing which con aine o pu
was e in)
The communi y shows adequa e
knowledge and applies ecycling
p ac ices co ec ly on mos
occasions.
The communi y shows a high
le el o knowledge and applies
ecycling p ac ices co ec ly and
ecu en ly.
En i onmen al impac
The e a e no signi ican isible changes
in cleanliness and was e managemen
in he communi y.
The e a e some isible changes
in cleanliness and was e
managemen in he communi y.
Signi ican changes in
cleanliness and was e
managemen a e obse ed in he
communi y.
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Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning
8.11. Appendix 11: S uden s quan i a i e and quali a i e e alua ion
S uden s sel -e alua ion
1. Ma k how much you ag ee using he scale below (1- s ongly disag ee, 2-
disag ee, 3- nei he ag ee no disag ee, 4-ag ee, 5-s ongly ag ee).
1
2
3
4
5
I ound he con en s o he p ojec in e es ing and necessa y o
sol e he communi y p oblem.
I lea ned a lo abou he opics add essed in he p ojec .
Thanks o he p ojec , I ha e ealised how he di e en cu icula
a eas a e ela ed.
I was able o apply knowledge om di e en cu icula a eas o
sol e p oblems in his p ojec .
The ac i i ies designed by he eache con ibu ed o he acquisi ion
o con en , compe ences, skills and a i udes ele an o he p ojec .
I used he o eign language du ing he p ojec and imp o ed my
skills.
I el com o able using he o eign language o communica e du ing
he p ojec .
The communi y se ice was meaning ul in he p ojec .
I conside ha my ac ions had a posi i e impac on he communi y.
I am mo e socially esponsible a e pa icipa ing in he p ojec .
I am mo e p epa ed o be an ac i e ci izen a e pa icipa ing in he
p ojec .
I ca e mo e o he en i onmen a e pa icipa ing in he p ojec .
I el posi i e emo ions du ing he p ojec (joy, p ide, empa hy).
I el nega i e emo ions du ing he p ojec (sadness, ange ,
us a ion).
The p ojec helped me o e lec on my alues and o de elop o he
alues such as empa hy o solida i y.
My eamwo k skills we e imp o ed hanks o his p ojec .
I de eloped new skills in he use o digi al ools du ing he p ojec .
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2. Answe he ollowing ques ions:
W i e down wo measu es you ha e lea ned o p omo e ecycling in you communi y:
Is ecycling impo an o he ca e o he en i onmen ? Why/ why no ?
Desc ibe a si ua ion in which you ound he use o he o eign language challenging, how
you o e came i and how you el :
Wha impac do you hink you pa icipa ion in he communi y has had?
How did pa icipa ing in he p ojec make you eel? Desc ibe you emo ions.
Desc ibe an expe ience whe e you el ha eamwo k was necessa y o o e come a
p oblem. Wha did you lea n om you pee s?
Wha did you like mos abou he p ojec ? And he leas ? Wha could be imp o ed?
Desc ibe he p ojec in one wo d:
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