CLIL and Pre-Primary Education: A Critical Analysis of the Spanish/British Integrated Curriculum

Oto Millera, Nerea
Pellicer Ortín, Silvia (dir.)

Universidad de Zaragoza, FEDU, 2020
Departamento de Filología Inglesa y Alemana, Área de Filología Inglesa

Graduado en Magisterio en Educación Infantil

Resumen: The aim of this research is to analyse the presence of the CLIL (Content and Language Integrated Learning) approach in the Spanish/British Integrated Curriculum for Pre-Primary Education, the document followed by the schools regulated by the MECD British Council programme. In order to do so, the theory corresponding to this approach, especially focused on the Pre-school stage, and to the different existing programmes which carry out a bilingual education, among them the one we are going to discuss, is shown. Accordingly, four necessary tools for this analysis are designed and applied: a checklist that relates the main aspects of CLIL with the curricular programme; an interview with two project teachers regarding this bilingual programme; a more general questionnaire aimed at diverse teaching professionals in Zaragoza; and lastly, various observation tools to assess the reality in our pre-school bilingual classrooms. Finally, the results obtained after applying these tools would allow me to deduce whether or not and how the CLIL approach is being carried out in some of our bilingual schools, and therefore some possible improvements that could bring a major change, focusing on the stage of Pre-Primary Education, are proposed. Key words: CLIL, Spanish/British Integrated Curriculum, MECD- British Council, Pre-Primary Education.

Tipo de Trabajo Académico: Trabajo Fin de Grado