Applying CLIL in real-life contexts through Service-Learning

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 2 de 100 Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning 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 3 de 100 Alicia He nández Ga cía 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. 4 de 100 Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning 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 5 de 100 Alicia He nández Ga cía 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 . 6 de 100 Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning 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. 7 de 100 Alicia He nández Ga cía 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 8 de 100 Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning 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). 9 de 100 Alicia He nández Ga cía 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 16 de 100 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 17 de 100 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). 18 de 100 Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning 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 19 de 100 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 20 de 100 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. 21 de 100 Alicia He nández Ga cía 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 22 de 100 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. 23 de 100 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 24 de 100 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, 25 de 100 Alicia He nández Ga cía 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. 32 de 100 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 33 de 100 Alicia He nández Ga cía 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 34 de 100 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. 35 de 100 Alicia He nández Ga cía 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 36 de 100 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. 37 de 100 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 38 de 100 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 39 de 100 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 40 de 100 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 41 de 100 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. 48 de 100 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 49 de 100 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 50 de 100 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 . 51 de 100 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 52 de 100 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) 53 de 100 Alicia He nández Ga cía 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 54 de 100 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. 55 de 100 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 56 de 100 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 57 de 100 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 64 de 100 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 65 de 100 Alicia He nández Ga cía 6. REFERENCES Ahe n, A. (2014). The oo s o CLIL: Language as he key o lea ning he p ima y class oom. In B eeze e al. (Eds.), In eg a ion o Theo y and P ac ice in CLIL (1s ed., pp. 15-36). BRILL. Ande son, L. W., & K a hwohl, D. R. (2001). A Taxonomy o Lea ning, Teaching, and Assessing: A Re ision o Bloom’s Taxonomy o Educa ional Objec i es. Pea son. Ausubel, D. P. (1976). Psicología educa i a: un pun o de is a cognosci i o. México, D.F.: T illas. Azabda a i, B., & Mozaheb, M. (2012). Compa ing ocabula y lea ning o EFL lea ne s by using wo di e en s a egies: mobile lea ning s. lashca ds. The EUROCALL Re iew, 20(2), 47-59. h ps://e ic.ed.go /?id=EJ1064983 Aze , S. A. (2001). P oblem-based lea ning: A c i ical e iew o i s educa ional objec i es and he a ionale o i s use. Neu osciences, 6(2), 83-89. Bae ens, H. (2011). Language P omo ion by Eu opean Sup a-na ional Ins i u ions. In O. Ga cía (Ed.), Bilingual Educa ion in he 21s Cen u y: a Global Pe spec i e (1s ed., pp. 409-449). John Wiley & Sons. Baj ín, M. M. (1975). The dialogic imagina ion: Fou essays. Uni e si y o Texas P ess. Bake , C., & W igh , W. E. (2017). Founda ions o bilingual educa ion and bilingualism. Mul ilingual ma e s. Ball, P. (2016). Using language(s) o de elop subjec compe ences in CLIL-based p ac ice. Pulso. Re is a de educación, 39, 15-34. h ps:// edined.educacion.gob.es/xmlui/bi s eam/handle/11162/128603/212-255-1-PB .pd ?sequence=1&isAllowed=y Ba lle, R. (2010). El se icio en el ap endizaje se icio. In J. M. Puig (Coo d.), Ap endizaje Se icio (ApS): Educación y comp omiso cí ico (2ª ed., pp. 71-90). GRAÓ. Ba deka , S. (2015). Using Tables and G aphs o Repo ing Da a. Jou nal o The Associa ion o Physicians o India, 63, 59-63. Bloom, B. S. (1956). Taxonomy o Educa ional Objec i es, Handbook I: Cogni i e Domain. Longmans. Bowe , K., Coyle, D., C oss, R., & Chambe s, G. (2020). Cu iculum In eg a ed Language Teaching: CLIL in P ac ice. Camb idge Uni e si y P ess. h ps://doi.o g//10.1017/9781108687867 66 de 100 Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning Boyd, E. M., Fales, A. W. (1983). Re lec i e Lea ning: Key o Lea ning om Expe ience. Jou nal o Humanis ic Psychology, 23(2), 99-117. h ps://doi.o g/10.1177/0022167883232011 B eeze, R., Llamas, C., Ma ínez, C., & Tabe ne o, C. (2014). In eg a ion o Theo y and P ac ice in CLIL. B ill. h ps://ebookcen al.p oques .com/lib/uni e sidadcomplu ense-ebooks/de ail.ac ion?d ocID=1686938 B on enb enne , U. (1986). Ecology o he Family as a Con ex o Human De elopmen : Resea ch Pe spec i es. De elopmen al Psychology, 22(6), 723-742. h ps://doi.o g/10.1037/0012-1649.22.6.723 B on enb enne , U. (1994). Ecological models o human de elopmen . In e na ional encyclopedia o educa ion, 3(2), 37-43. Cai n, R. W., & Kielsmeie , J. C. (Eds.). (1991). G owing hope: A sou cebook on in eg a ing you h se ice in o he school cu iculum. Rose ille, MN: Na ional You h Leade ship Council. Cenoz, J. (2015). Con en -based ins uc ion and con en and language in eg a ed lea ning: he same o di e en ? Language, cul u e and Cu iculum, 28(1), 8-24. 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 67 de 100 Alicia He nández Ga cía 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. Cummins, J. (2005). Using IT o C ea e a Zone o P oximal De elopmen o Academic Language Lea ning: A C i ical Pe spec i e on T ends and Possibili ies. In C. Da ison (ed.), In o ma ion Technology and Inno a ion in Language Educa ion, pp. 105-126. 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. Dal o -Pu e , C., Nikula, T., & Smi , U. (2010). Language Use and Language Lea ning in 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 68 de 100 Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning 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. E ickson, J., & Ande son, J. (1997). Lea ning Wi h he Communi y: Concep s and Models o Se ice-Lea ning in Teache Educa ion. S ylus Publishing, LLC. Escoba U mene a, C. (2019). An In oduc ion o Con en and Language In eg a ed Lea ning (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 Fin de G ado del G ado en Maes o en Educación P ima ia 2023-2024. 69 de 100 Alicia He nández Ga cía h ps://educacion.ucm.es/ ile/guia- g-p ima ia-2023-2024-con-cambios-acep ados-sin -ma ca-de-agua-ii-1? e Fel en, P., & Clay on, P. (2011). Se ice-lea ning. New Di ec ions o Teaching and Lea ning, 2011(128), 75-84. h ps://doi.o g/10.1002/ l.470 Fenanlampi , A. (2021). The E ec o TGT Model on S uden Cogni i e Lea ning Ou comes: The Concep o Relay Running. Al-Ishlah: Ju nal Pendidikan, 13(3), 2595-2606. h ps://doi.o g/10.35445/alishlah. 13i3.1409 F anklin, C., & Jo dan, C. (1995). Quali a i e assessmen : A me hodological e iew. Families in Socie y, 76(5), 281-295. h ps://doi.o g/10.1177/104438949507600502 F ei e, P. (2014). Pedagogy o he Opp essed (3ª ed.). Bloomsbu y Academic & P o essional. h ps://ebookcen al.p oques .com/lib/uni e sidadcomplu ense-ebooks/de ail.ac ion?d ocID=1745456 Fuen es, J. L., Fe nández-Saline o, C., & Ahedo, J. (2022). Democ acia y adición en la eo ía y p ác ica educa i a del siglo XXI. Na cea. Fu co, A. (2010). The communi y as a esou ce o lea ning: an analysis o academic se ice-lea ning in p ima y and seconda y educa ion. In H. Dumon , D. Is ance, & F. Bena ides (Eds.), The na u e o lea ning: using esea ch o inspi e p ac ice (pp. 227-250). OECD. h ps://doi.o g/10.1787/9789264086487-en Galesic, M., & Ga cía-Re ame o, R. (2010). G aph Li e acy: A C oss-Cul u al Compa ison. Medical Decision Making, 31(3), 444-457. h ps://doi.o g/10.1177/0272989X10373805 Ga dne , R.C. (2000). Co ela ion, causa ion, mo i a ion and second language acquisi ion. Canadian Psychological Associa ion, 41(1), 1-19. 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). GRAÓ. Gilmo e, A. (2004). A compa ison o ex book and au hen ic in e ac ions. ELT Jou nal, 58(4), 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 Age Fac o , CLIL and Languages in Con ac . B idging Resea ch and Good P ac ices. 70 de 100 Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning Newcas le Camb idge Schola s Publishing. h ps://ebookcen al.p oques .com/lib/uni e sidadcomplu ense-ebooks/de ail.ac ion?d 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. Je onen, E., Je onen, J., & Raus ia, H. (2009). En i onmen al Educa ion in Finland: A Case 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. K ashen, S. (1982). P inciples and P ac ice in Second Language Acquisi ion. Pe gamon P ess. Lab ado , B., Ramón, N., Alaiz-Mo e ón, H., Sanju jo-González, H. (2014). Rhe o ical s uc u e and pe suasi e language in he subgen e o online ad e isemen s. English o Speci ic Pu poses, 34, 38-47. h ps://doi.o g/10.1016/j.esp.2013.10.002 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 71 de 100 Alicia He nández Ga cía Campaign. En i onmen al communica ion, 14(4), 431-449. 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. Ludke, K. M. (2019). Songs and Music. In M. D essman, & R. William (Eds.), The Handbook o In o mal Language Lea ning (203-214). Wiley-Blackwell. h ps://doi.o g/10.1002/9781119472384.ch13 Ma ín, X. (2010). La pedagogía del ap endizaje se icio. In J. M. Puig (Coo d.), Ap endizaje 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. h ps://dialne .uni ioja.es/se le /a iculo?codigo=2582784 Ma os, J., Ped o, A., & Piedade, J. (2019). In eg a ing Digi al Technology in he School Cu iculum. In e na ional Jou nal o Eme ging Technology in Lea ning, 14(21), 4-15. h ps://www.lea n echlib.o g/p/217202/ Mendía, R. (2012). El Ap endizaje-Se icio como una es a egia inclusi a pa a supe a las ba e as del ap endizaje y a la pa icipación. Re is a educación inclusi a, 5(1), 71-82. h ps://hdl.handle.ne /11162/228606 Meye , O. (2010). Towa ds quali y-CLIL: success ul planning and eaching s a egies. Pulso, 33, 11-29. h ps://dialne .uni ioja.es/se le /a iculo?codigo=3311569 Milb and , M. K. (2010). Unde s anding he Role o A in Social Mo emen s and T ans o ma ion. Jou nal o A o Li e, 1(1), 7-18. Minis e io de Educación, Fo mación P o esional y Depo es (2020). Ma co es a égico de Educación y Fo mación ET2020. h ps://www.educacion pydepo es.gob.es/mc/ edie-eu ydice/espacio-eu opeo-educac ion/con ex o-poli ico/an eceden es/e 2020.h ml Minis e io de Inclusión, Segu idad Social y Mig aciones (2022). In o me sob e la In eg ación de los Es udian es Ex anje os en el Sis ema Educa i o Español. 72 de 100 Applying CLIL in eal-li e con ex s h ough Se ice-Lea ning h ps://www.inclusion.gob.es/obe axe/ iche os/ejes/analisis/P es_in eg acion_sis ema educa i o71022.pd Negoiță, D. O., & M. A. M. Popescu (Decembe 2023). The use o A i icial In elligence in Educa ion. In e na ional Con e ence o Managemen and Indus ial Enginee ing. Bucha es , Romania. h ps://doi.o g/10.56177/11icmie2023.43 Nilsson, M., Fe hol , B., & Lecusay, R. (2018). The playing-explo ing child: Reconcep ualizing he ela ionship be ween play and lea ning in ea ly childhood educa ion. Con empo a y Issues in Ea ly Childhood, 19(3), 231-245. h ps://doi.o g/10.1177/1463949117710800 OECD (2023), PISA 2022 Resul s (Volume I): The S a e o Lea ning and Equi y in Educa ion, PISA, OECD Publishing. h ps://doi.o g/10.1787/53 23881-en O o, A. & Co ina-Pé ez, B. (2023). Handbook o CLIL in P e-p ima y Educa ion. Sp inge In e na ional Publishing AG. Páez, M., & Puig, J. M. (2013). La e lexión en el Ap endizaje-Se icio. Re is a In e nacional de Educación pa a la Jus icia Social, 2(2), 13-32. h ps://doi.o g/10.15366/ iejs2013.2.2.001 Palme o, M. L. (2008). La eo ía del ap endizaje signi ica i o en la pe spec i a de la psicología cogni i a. Ediciones Oc aed o. Pa edes, M. C. (2016). La Educación In e cul u al. Re is a Scien i ic, 1(2), 162-180. h ps://doi.o g/10.29394/scien i ic.issn.2542-2987.2016.1.2.10.162-180 Pa ke , R., Thomsen, B., & Be y, A. (2022). Lea ning Th ough Play a School: A F amewo k o Policy and P ac ice. F on ie s in Educa ion, 7, 1-12. h ps://doi.o g/10.3389/ educ.2022.751801 Paz, L., A endaño, W., & Pa ada-T ujillo, A. (2014). Desa ollo concep ual de la educación ambien al en el con ex o colombiano. Luna Azul, 39, 250-270. h ps:// e is asojs.ucaldas.edu.co/index.php/lunazul/a icle/ iew/1770 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. 73 de 100 Alicia He nández Ga cía 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 80 de 100 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 81 de 100 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 82 de 100 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 83 de 100 Alicia He nández Ga cía 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…) 84 de 100 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 85 de 100 Alicia He nández Ga cía 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 86 de 100 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 ): 87 de 100 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? 88 de 100 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? 89 de 100 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 . 96 de 100 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. 97 de 100 Alicia He nández Ga cía 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. 98 de 100 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 . 99 de 100 Alicia He nández Ga cía 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: 100 de 100