It is here reported the experience of a first classroom of an Italian Liceo during the semi-lockdown at school (students in weekly rotation), then full. Creating a participatory environment was the aim, to give all students the opportunity to acquire concrete knowledge and to develop the 21st century skills, starting from the Learning ones. So, cooperative peers in flipped classroom, were invited to: read and see teacher’s selected sources (also for 3D visors); write an online document (Word), answering to questions of their peer; create a digital storytelling of the topic to orally expose online, collaborating through social media (WhatsApp) and collaborative online tools; finally, answer to a quiz (Quizziz). The obtained results concern: the engagement of the classroom, which fosters all students’ essential understanding and knowledge; inclusion of weaknesses, through their active role in cooperation; inclusion of mobile-phones as democratic tool; ubiquity of learning, which reduces the distance between online and in-presence schooling; above all, fostering the achievement of the 21st century skills, particularly learning-to-learn. For all these reasons, what lockdown teaches will remain as a valid didactical lesson.

The purpose of this work is to study the level of transversality of key competences in Primary Education in the Valencian Community. To this end, an analysis of the Decree 108/2014 currently in effect will be carried out, along with determining the frequency with which each competence is worked on during this stage of education. The data obtained will be interpreted bearing in mind plurilingual programs and, more specifically, the basis of the methodological needs that are pursued in CLIL, the approach to teaching non-linguistic areas through a foreign language. Generally, the findings point to a lack of transversality in some of the competences, one of them being the linguistic competence. This implies the need for a more cross-curricular competence model for plurilingual education, since the rigid structure of the key competences in the current curriculum and, therefore, the lack of a greater interconnection among them may hinder to a great extent the proper functioning of the principles that the CLIL approach posits.

The inclusion of Language Assistants as teaching support in different subjects has acquired a unique value up to the point of becoming a key element in different bilingual education programs such as that of the Community of Madrid. In this Community, this leading figure has acquired such relevance and presence that it is necessary to carry out studies to describe its impact on specific subjects like Physical Education as it is one of the most selected subjects to be taught in a foreign language within the bilingual program of this region. In this research, an ‘ad hoc’ questionnaire has been designed, validated and administered to 87 Physical Education specialists who carried out this subject in a foreign language and co-taught with Language Assistants in bilingual public schools during 2018-19 school year. Teachers recognized, among other things, poor knowledge of Language Assistants’ roles, linguistic support for teachers as their main role, the assistant’s lack of knowledge of Physical Education contents as the most restricting reason for their involvement in class, and a general view of scarce help in this subject. These results should draw teachers and administration attention requiring improvements not only in their employment in class but also in the process of hiring them to maximize their potential in this subject and justify the monetary effort.

This article attempts to identify parent perspectives on Content and Language Integrated Learning in Madrid. It presents an empirical study that was carried out in Compulsory Secondary Education in the region of Madrid. The study seeks to identify the perceptions of parents as regards the bilingual project and their children’s achievements learning a second language. The data are obtained from a qualitative and quantitative questionnaire to examine: students’ use, competence and development of English in class; methodology; materials and resources; evaluation; training and information; mobility; and finally, improvement and motivation towards learning English. Statistical techniques are also included to show if there are statically significant differences concerning the parental variables.

This study explores the effectiveness of language assistant (LA) training in Madrid’s bilingual programs. LAs rated their preparedness and enthusiasm at the beginning of the academic year, and reported on their training and its applicability to future tasks. It was found that LAs perceived deficiencies in their training despite feelings of enthusiasm and usefulness when taking on responsibilities. LAs reported discrepancies between their training and their duties which resulted in them feeling ill-prepared. Therefore, it is recommended that bilingual programs examine the role of the LA and create a comprehensive training plan that efficiently prepares the diverse body of LAs.

Content and Language Integrated Learning (CLIL) is becoming more and more widespread at all educational levels. Learners in this kind of approach show a different attitude as well as different needs towards the foreign language. The present article suggests that these changed needs and attitudes can be met by shifting the focus of foreign language teaching to literacy development. A model of how language teaching with a focus on literacy development could be organised is provided, and an example of a literacy unit is given. The model is both wide enough to allow for teachers to adapt it to their teaching style and understanding of what is important in language teaching, and clear enough to illustrate what is meant by a focus on literacy development in the context of foreign language teaching.

While there is a growing belief that English should be taught from an early age in order to achieve better results, little is known about the practices and attitudes of primary school English teachers in Spain. Therefore, a qualitative study based on interviews with 22 primary school teachers of English was carried out in order to investigate teachers’ beliefs about teaching methodology, the use of group work and the use of the mother tongue. It was found that all the teachers believe in following a communicative approach which focuses mainly on speaking and listening and in which the explicit teaching of grammar plays a minor role. Most of the teachers also claimed to use only the target language in class and to make frequent use of group and pair work. One of the aspects which seems to have influenced these teachers’ attitudes is their own negative experience as language learners in traditional, grammar-based classrooms.

El presente artículo se centra en las opiniones, percepciones y actitudes de un grupo de estudiantes (N=23) que cursan el itinerario CLIL en sus estudios de Grado de Magisterio en Educación Infantil y Educación Primaria, respectivamente. Nuestro objetivo principal es reflexionar acerca de cómo los estudiantes están experimentando esta formación específica basada en la teoría del ‘loop input’ (Woodward, 1986 y 1988), que consigue hacer que los estudiantes experimenten lo que luego pondrán en práctica en sus clases. La información se recogió por medio de un cuestionario, y las áreas que se trataron en el mismo fueron la percepción de su desarrollo lingüístico en inglés, su formación en CLIL como una herramienta de enseñanza, y sus opiniones sobre el itinerario bilingüe, incluyendo las referidas al ámbito afectivo. Los resultados demuestran que los estudiantes perciben un valor añadido en sus estudios, son generalmente capaces de identificar los elementos CLIL en el aula, y afirman haber mejorado su nivel de lengua inglesa. Este trabajo de investigación pretende contribuir a evaluar y mejorar el desarrollo de estudios similares de formación a través de CLIL en Educación Superior