Public University of Navarre

Academic year: 2023/2024 | Previous academic years:  2022/2023  |  2021/2022  |  2020/2021 
Bachelor's degree in Primary Education at the Universidad Pública de Navarra
Credits: 6 Type of subject: Optative Year: Period: 1º S
Department: Ciencias Humanas y de la Educación
RAMOS MANJON, SARA   [Mentoring ]

Partes de este texto:


Module/Subject matter

Optional / Mention in Foreign Language: English



This subject is addressed to students of the Degree in Infant Education in the mention of foreign language. Through this subject, students will understand the principles underlying CLIL and this will enable them to design and adapt didactic units based on CLIL principles. The knowledge they will acquire will also allow them to select and adapt the most appropriate resources to enhance the learning of the foreign language and the curricular content through CLIL teaching sequences.
This subject will be taught in the English language combining theory and practice in such a way as to make practical and personal examples of the theoretical parts


General proficiencies

2.1 Basic Proficiencies 

BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.

BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.

BP5 - Students have developed those learning skills required in order to undertake further studies with a considerable degree of self-reliance.

2.2. General Proficiencies

GP1 - To be familiar with the objectives, curricular content and evaluation criteria of Early Childhood Education.

GP3 - To design and regulate learning spaces in contexts characterised by diversity which attend to the unique educational needs of children, gender equality, fairness and respect for human rights.

GP6 - To be familiar with the development of language in early childhood, to be able to identify possible dysfunctions and ensure correct development. Effectively address language learning situations in multicultural and multilingual contexts. Express themselves orally and in writing, and master the use of different techniques of expression.

GP7 - To be familiar with the educational implications of Information and Communication Technology, particularly television, in early childhood.

GP9 - To be familiar with the organization of early childhood education centers and the range of actions involved in their operation. Accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's life.

GP11 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among children.

2.3. Transverse Proficiencies

TP1 - To demonstrate a level of competence in English, French, German or Italian equivalent to the B1 level of the Council of Europe¿s Common European Framework of Reference for Languages.


Specific proficiencies

SP1 - To be familiar with the objectives, curricular content, organization, methodology and evaluation criteria of Early Childhood Education.

SP2 - To promote learning in early childhood from a global perspective, integrating cognitive, emotional, psychomotor and volitional dimensions.

SP3 - To design learning spaces in contexts characterized by diversity and in multicultural and multilingual environments which attend to the unique needs of children, gender equality, fairness and the development of human rights.

SP6 - To be familiar with the development of language in early childhood and identify possible dysfunctions. To acquire techniques which stimulate the development of language, to express themselves orally and in writing, and to master different techniques of expression.

SP7 - To be familiar with the educational implications of Information and Communication Technology.

SP11 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.

SP12 - To organize actively the processes of teaching and learning the contents of Early Childhood Education from a perspective of skills development.


Learning outcomes

Learning outcomes are the realization of the skills that students acquire in the matter. Three levels are


- Optimal level: 100% acquisition of skills and expertise in at least 75% of them.

- Standard or medium level: acquisition of the majority of the alleged relevant powers and expertise in

those aspects contributing to the specific competencies of the title.

- Deficient Level: Insufficient acquisition of the aspects contributing to the specific competencies of the


A student gets a grade of APTO if the level of learning is optimal or medium.

In this subject these learning outcomes are specified as follows:

R1: Identify the defining characteristics of CLIL for successful teaching of content subjects through a foreign language.

R2: Distinguish between CLIL and non-CLIL approaches to foreign language teaching.

R3: Apply the principles of CLIL for designing and assessing CLIL teaching proposals

R4: Create an original ready-to-use CLIL unit 

R5: Assess a CLIL unit as for its suitability according to the criteria discussed in class. 




5.1. Teaching methods

Code Description
TM1 Lecture with full attendance
TM2 Interaction in large group
TM3 Interaction in medium-sized group
TM4 Interaction in small group
TM4 Individualised interaction: tasks and guidelines for autonomous study

 5.2. Learning activities

Code Description Present h. Non-present-h
LA1 Theory classes (foundation, examples, proven applications and developments) 30  
LA2 Practical classes or, in the event, practical experience (in the field) 30  
LA3 Preparation of papers and oral defence 4 42
LA4 Self-study/reading   38
LA5 Tutorials 2  
    66 84




Learning outcomes Assessment activity Weight  (%) It allows test resit Minimum required grade
R1, R2, R3 Summary of CLIL underpinnings and ICT integration activity 1 and 2 15%  Yes. By improving the ICT and CLIL integration in activity 2.  
R1, R3, R4 Group unit creation 30% Yes. By improving it in the "group unit improvement" task. 5
R1, R3, R4 Group unit improvement 30%

Yes. By handing out a revised version of the assignment.  5
R1, R2, R3, R5 Group analysis of a CLIL unit 25% No  





1. What is CLIL?

2. How to CLIL

3. Designing materials and tasks for CLIL

4. Scaffolding in CLIL.

5. Assessment in CLIL



Access the bibliography that your professor has requested from the Library.


Basic Bibliography

Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into practice. Oxford, UK: Oxford University Press.

Beacco, J. C., Fleming, M., Goullier, F., Thürmann, E., & Vollmer, H. (2016). A handbook for curriculum development and teacher training. The Language Dimension in All Subjects. Council of Europe Publishing.

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL. Cambridge: Cambridge University Press.

Dale, L., & Tanner, R. (2012) CLIL activities: A resource for subject and language teachers. Cambridge: Cambridge University Press.

Dale, L., W. van der Es & Tanner, R. (2011). CLIL Skills. Leiden: ICLON Universiteit Leiden

Diaz, M.C. (2016). Classroom English for CLIL teachersMadrid: Editorial CCS.

Gibbons, P. (2015). Scaffolding language scaffolding learning. Portsmouth, NH: Heinemann.

 López Hernández, A. (2016). Language analysis for English and CLIL teachers: a practical guide. Madrid: Editorial CCS.

Llul, J., Fernández, R., Johnson, M., & Peñafiel, E. (2016). Planning for CLIL: Designing effective lessons for the bilingual classroom. Madrid: Editorial CCS.

Maljers, A., Marsh, D., & Wolff, D. (Eds.). (2007). Windows on CLIL: Content and Language Integrated Learning in the European Spotlight. La Haya: European Platform for Dutch Education, and Graz: European Centre for Modern Languages.

Marsh, David (2002). CLIL/EMILE: The European dimension - Actions, trends and foresight potential. Prepared under Public Services Contract DG EAC 36 01 Lot 3 - 09/2002. University of Jyväskylä (Finland), pp. 205.

Mehisto, P., Marsh, D. & M. J. Frigols. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: McMillan.

Rossner, R., & Bolitho, R. (2022). Language-sensitive teaching and learning: a resource book for teachers and teacher educators Springer Nature Switzerland AG


In-depth bibliography

Anderson , L. W., & Krathwohl, D. R. (2001). (eds.) A Taxonomy for Learning Teaching and Assessing: A Revision of Bloom¿s Taxonomy of Educational Objectives, New York: Longman.

Bjorklund, D.F. (1995). Children¿s thinking: Developmental function and individual differences (second edition). Pacific Grove, CA: Brooks/Cole.

Burgui, B. (2013). Oral production and interaction with communicative tasks in the classroom. Unpublished TFG. Pamplona: Universidad Pública de Navarra.

Cenoz, J. (2017). Translanguaging in School Contexts: International Perspectives. Journal of Language, Identity and Education, 16(4), 193-198.

Clegg, J. (2002a). Language across the curriculum. The British example: ¿The national literacy strategy¿. San Sebastián: Jardunaldi Pedagogikoak.

Consejería de Educación. (2005). ACUERDO de 22 de marzo de 2005, del Consejo de Gobierno, por el que se aprueba el Plan de Fomento del Plurilingüismo en Andalucía. B.O.J.A. nº 65, de 5 de abril.

Coyle, D. (2002). Relevance of CLIL to the European Commission¿s language learning objectives. In D. Marsh (ed.) CLIL/EMILE _ The European Dimension: Actions, Trends and Foresight Potential. Public Services Contract DG EAC. Strasbourg: European Commission.

Coyle, D. (2007). Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL pedagogies. The International Journal of Bilingual Education and Bilingualism Vol 10, No 5, pp. 543-562.

Cummins, J. (1984). Bilingual education and special education: Issues in assessment and pedagogy. Clevedon, UK: Multilingual Matters.

Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters.

European Commission:

Fields, D.L. (2017). 101 Scaffolding Techniques for language teaching and learning. Barcelona: Octaedro.

Gallardo del Puerto, F. García Lecumberri, M.L., & Gómez Lacabex, E. (2009). Testing the effectiveness of content and language integrated learning in foreign language contexts: assessment of English pronunciation. In Y. Ruiz de Zarobe and R.M. Jiménez Catalán (eds), Content and Language Integrated Learning: Evidence from Research in Europe. Clevedon: Multilingual Matters, pp. 63-80.

García Mayo, M. P., & García Lecumberri, M. L. (2003). Age and the Acquisition of English as a Foreign Language. Clevedon: Multilingual Matters.

García Mayo, M. P. & Villarreal, I. (2011). The development of suppletive and affixal tense and agreement morphemes in the L3 English of Basque-Spanish bilinguals. Second Language Research 27 (1), pp. 129-149.

Genesee, F. (2006). Una revisió dels programes d¿immersió en francès al Canadà [An Overview of French Immersion Programmes in Canada]. In Generalitat de Catalunya (ed.), El coneixement de les llengües a Catalunya [Knowing about Languages in Catalonia]. Barcelona: Departament d¿Educació i Universitats, pp. 56-77.

Gibbons, P. (2009). English learners, academic literacy and thinking. Portsmouth, NH. Heinemann.

Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom. Portsmouth, NH. Heinemann.

Harmer, J. (2012). Teacher knowledge: Core concepts in English language teaching. Harlow: Pearson Education Limited

Lasagabaster, D. (2008). Foreign language competence and language integrated courses. The Open Applied Linguistics Journal 1, pp. 31-42.

Lasagabaster, D., & Sierra J.M. (2010). Immersion and CLIL in English: more differences than similarities. ELT Journal 64, pp. 376-395.

Leonet, O., Cenoz, J., & Gorter, D. (2017). Challenging Minority Language Isolation: Translanguaging in a Trilingual School in the Basque Country. Journal of Language, Identity and Education, 16(4), 216-227.

Ley Orgánica 2/2006, de 3 de mayo, de Educación, BOE nº. 106, de 4 de mayo de 2006 [2/2006 Organic Law of Education, May 3rd]

Long, M.H. (1996). The role of the linguistic environment in second language acquisition. In: Ritchie, C., Bhatia, T.K. (Eds.), Handbook of Language Acquisition. Second Language Acquisition. AcademicPress, New York. pp. 413-468

Lorenzo, F., Casal, S, Moore, P, & Alfonso, Y.M. (2009). Bilingüismo y Educación: Situación de la Red de Centros Bilingües de Andalucía [Actualidades] (Sevilla:Centra)

Marsh, D. (2009). Foreword to Content and Language Integrated Learning: Evidence from Europe. In Y. Ruiz de Zarobe and R.M. Jiménez Catalán (eds) Content and Language Integrated Learning: Evidence from Research in Europe, pp. vii-viii. Clevedon: Multilingual Matters.

Marsh, D., & Langé, G. (2000). Using languages to learn and learning to use languages. Finland: Unviersity of Jyväskylä.

Mehisto, P. & Luciento, S. (2010). Clil essentials ¿ Online document. Retrieved from

Mehisto, P. (2012) Criteria for producing CLIL learning material. Revista Encuentro: Revista de investigación e innovación en la clase de idiomas, 21, pp. 15 ¿ 33. Retrieved from

Mehisto, P., Bertaux, P, & Frigols-Martín, M.J. (2009). Core CLIL activators. Available at (Last accessed on May 5th 2012)

Muñoa, I. (2011). CLIL as a catalyst for change: The case of the Ikastolas. Retrieved from

Muñoa, I. (2003). Eleanitz-English: Gizarte Zientziak ingelesez. Sociolinguistika Aldizkaria ISEI-IVEI. 2007. Alumnado trilingüe en secundaria: una nueva realidad. Accessible at, pp. 79-97.

Muñoz, C. (ed.). (2006). Age and the Rate of Foreign Language Acquisition. Clevedon. Multilingual Matters.

Muñoz, C. (2003). Los avances canadienses en la enseñanza de segundas lenguas: Reflexiones sobre nuestra situación [Canadian Developments in the Teaching of Second Languages: Reflections on Our Situation], Anuari de Filologia, XXV, A, 12.

Muñoz, C. (2007). CLIL. Some thoughts on its psycholinguistic principles. Revista Española de Linguistica Aplicada ¿ RESLA, Número extraordinario 1, pp. 17-26.

Nevid, J.S. 2009. Pshychology: Concepts and Applications. Boston: Houghton Mifflin Company.

Pavón, V., & Rubio, F. (2010). Teachers¿ Concerns and Uncertainties about the Introduction of CLIL Programmes. Porta Linguarum, 14, 45-58.

Pérez Cañado, M.L. (2012). CLIL Research in Europe: Past, Present and Future. International Journal of Bilingual Education and Bilingualism 15:3, 315-341.

Pérez-Vidal, C. (2009). The integration of Content and Language in the classroom: A European approach to education (The second time around). In Dafouz Milne, E.; Guerrini, M. (eds.). CLIL across educational levels: Experiences from Primary, Secondary and Tertiary Contexts. 1 ed. Madrid: Santillana Educación S.L., Richmond Publishing; pp. 25-40.

Piaget, J. (1964). Six Psychological Studies. New York: Vintage.

Rifkin, B. A. 2005. A ceiling effect in traditional classroom foreign language instruction: Data from Russian. The Modern Language Journal 89, pp. 3-18.

San Isidro, X. 2010. An insight into Galician CLIL: Provision and Results. In D. Lasagabaster and Y. Ruiz de Zarobe (eds), CLIL in Spain: Implementation, Results and Teacher Training. Cambridge: Cambridge Scholars Publishers, pp. 55-78

Sweetwater District­Wide Academic Support Teams. (2010). Academic Language Function Toolkit. Retrieved from­content/uploads/201 4/07/Academic­Language­Functions­toolkit.pdf

Van de Craen, P., Mondt, K., Allain, L. & Gao, Y. (2007). Why and how CLIL works. An outline for CLIL theory. Vienna English Working Papers (Views) 16 (3), 70-78. (Last accessed on October 26th 2010)

Villarreal, I. 2011. Tense and Agreement in the Non-native English of Basque-Spanish Bilingual: Content and Language Integrated Learning vs. the Learning of English as a School Subject. Unpublished PhD. The University of the Basque Country.

Villarreal, I. & García Mayo, M.P. 2009. Tense and agreement morphology in the interlanguage of Basque/Spanish Bilinguals: CLIL vs. non-CLIL. In Y. Ruiz de Zarobe and R.M. Jiménez Catalan (eds), Content and Language Integrated Learning: Evidence from Research in Europe. Clevedon: Multilingual Matters. pp. 157-175.

Wells, G., & Chan-Wells, G.L. (1992). Constructing knowledge together. Portsmouth, NH: Heinemann.

Whittaker, R. and Llinares, A. 2009. CLIL in Social Science Classrooms: Analysis of Spoken and Written Productions. In Y. Ruiz de Zarobe and R.M. Jiménez Catalán (eds), Content and Language Integrated Learning: Evidence from Research in Europe. Clevedon: Multilingual Matters, pp. 215-234.


Departament D´educació. (2008). Projecte CLIL. Matemàtiques en anglés. Retrieved from

Marsh answering some basic questions / concerns about CLIL:

Two girls commenting on pre-CLIL language teaching:

Why CLIL summary:



CIREL (Resources for Foreign Language Learning):

CLIL ¿ Objectives and ResourceKit in Education

CLIL Cascade Network (CCN):

CLIL Media. Patrick de Boer. 

Core CLIL activators:

Isabel Pérez:

LOCIT- Lesson Observation and Critical Incident Technique:

Maljers, A., Marsh, D., Kitanova, S., Wolff, D., & Zielonka, B. (n.d.) CLIL Matrix Retrieved from

Science across the World: Desarrollo por los profesores




The language of the course is English. English is used as a means of instruction and of communication.



Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences