<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582021000200480</article-id>
<article-id pub-id-type="doi">10.15359/ree.25-2.26</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Cómo enseñar una segunda lengua en el aula? Beneficios asociados al enfoque AICLE]]></article-title>
<article-title xml:lang="en"><![CDATA[How toTeach a Second Language in the Classroom? Benefits Associated with the CLIL Approach]]></article-title>
<article-title xml:lang="pt"><![CDATA[¿Como ensinar uma segunda língua na sala de aula? Benefícios associados à abordagem AICLE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bolarín-Martínez]]></surname>
<given-names><![CDATA[María José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Porto-Currás]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lova-Mellado]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Murcia  ]]></institution>
<addr-line><![CDATA[Murcia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Murcia  ]]></institution>
<addr-line><![CDATA[Murcia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro de Educación Infantil y Primaria San Francisco  ]]></institution>
<addr-line><![CDATA[Murcia ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<volume>25</volume>
<numero>2</numero>
<fpage>480</fpage>
<lpage>495</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582021000200480&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582021000200480&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582021000200480&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción. El presente artículo expone cómo el enfoque de aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) favorece la construcción de un aprendizaje bilingüe, que aporta diferentes beneficios al alumnado.  Objetivo.  El objetivo de este trabajo reside en valorar si los cambios conceptuales, metodológicos y culturales que aporta la enseñanza de una segunda lengua mediante el enfoque AICLE conllevan, no solo una mejora del aprendizaje que realiza el alumnado, sino también una revisión y renovación de la práctica docente del personal implicado.  Análisis. Con este fin, el artículo presenta una aproximación a la conceptualización del enfoque AICLE y un análisis detallado de las estrategias metodológicas que el profesorado debe emplear para facilitar la implementación de este enfoque en el aula.  Conclusiones.  La revisión de estas estrategias metodológicas permite resultados, conclusiones que para desarrollarlas en la práctica es necesario que el personal docente efectúe una reflexión profunda sobre la enseñanza que está realizando y los objetivos que pretende alcanzar. Si esta reflexión se genera y generaliza entre todo el profesorado participante en programas de enseñanza bilingües, se estarán consiguiendo muchos de los retos pedagógicos que desde hace décadas se reclaman a la educación obligatoria, y así, se permitiría tanto la renovación de la enseñanza de las lenguas como del sistema educativo en general.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction. This article discusses how the Content and Languages Integrated Learning (CLIL) favors the construction of bilingual learning that brings different benefits to students.  Aims.  This research aims to assess whether the conceptual, methodological, and cultural changes, brought by the teaching of a second language through the CLIL approach, involve not only an improvement in the learning done by students but also a review and renewal of the teaching practice of the teachers involved.  Analysis . To accomplish this aim, the article considers the CLIL approach&#8217;s conceptualization and a detailed analysis of the methodological strategies that teachers should employ to facilitate the implementation of this approach in the classroom.  Conclusions.  The review of these methodological strategies leads to results and conclusions that, in order to develop them in practice, teachers have to reflect deeply on the teaching they are doing and the objectives they intend to achieve. If this reflection is generated and generalized among all the teachers participating in Bilingual Teaching Programs, many of the pedagogical challenges claimed for compulsory education for decades will be being achieved, allowing both the renewal of language teaching and the system educational in general.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução. O presente artigo explica como a abordagem da Aprendizagem Integrada de Conteúdo e Línguas Estrangeiras (AICLE) promove a construção da aprendizagem bilíngue, que traz diferentes benefícios para o grupo de estudantes.  Objetivo.  O objetivo da discussão deste trabalho consiste em avaliar se as mudanças conceituais, metodológicas e culturais oferecidas pelo ensino de uma segunda língua através da abordagem AICLE conduzem não só a uma melhoria na aprendizagem do grupo de estudantes, más também uma revisão e renovação da prática docente dos professores envolvidos.  Análise.  Dessa forma, o artigo aproxima-se a conceituação da abordagem AICLE e, além disso, explica cuidadosamente as estratégias metodológicas que os professores devem utilizar para facilitar a implementação dessa abordagem em sala de aula.  Conclusão . A revisão dessas estratégias metodológicas permite resultados, concluindo que, para desenvolvê-los na prática, é necessário que os professores façam uma reflexão profunda sobre sua prática pedagógica e os objetivos que visam alcançar. Se esta reflexão é gerada e generalizada entre todos os professores participantes de Programas de Ensino Bilíngues, muitos dos desafios pedagógicos que têm sido chamados para a educação obrigatória por décadas serão alcançados, permitindo tanto a renovação no ensino de línguas, como do sistema educativo em geral.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje integrado de contenidos y lenguas extranjeras]]></kwd>
<kwd lng="es"><![CDATA[programas bilingües, metodología AICLE]]></kwd>
<kwd lng="es"><![CDATA[estrategias]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="en"><![CDATA[Content and language integrated learning]]></kwd>
<kwd lng="en"><![CDATA[methodology CLIL]]></kwd>
<kwd lng="en"><![CDATA[strategies]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem integrada de conteúdo e línguas estrangeiras]]></kwd>
<kwd lng="pt"><![CDATA[programas bilíngues]]></kwd>
<kwd lng="pt"><![CDATA[metodologia AICLE, estratégias, formação docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aragón Méndez]]></surname>
<given-names><![CDATA[M. del M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Las ciencias experimentales y la enseñanza bilingüe]]></article-title>
<source><![CDATA[Revista Eureka sobre Enseñanza y Divulgación de las Ciencias]]></source>
<year>2007</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>152-75</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ardila]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Ventajas y desventajas del bilingüismo]]></article-title>
<source><![CDATA[Forma y función]]></source>
<year>2012</year>
<volume>25</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>99-104</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bialystok]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Barac]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Blaye]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Poulin-Dubois]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Word mapping and executive functioning in young monolingual and bilingual children]]></article-title>
<source><![CDATA[Journal of Cognition and Development]]></source>
<year>2010</year>
<volume>11</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>485-508</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bolarín Martínez]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Porto Curras]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[García-Villalba Navaridas]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Los programas bilingües en la región de Murcia: Situación y valoraciones de profesores de disciplinas no lingüísticas]]></article-title>
<source><![CDATA[Educatio Siglo XXI]]></source>
<year>2012</year>
<volume>30</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>255-88</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bovellan]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Teachers´ beliefs about learning and language as reflected in their views of teaching materials for content and language integrated learning (CLIL)]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Finlandia ]]></publisher-loc>
<publisher-name><![CDATA[University of Jyväskylä]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Coyle]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relevance of CLIL to the European Commission&#8217;s language learning objectives]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Marsh]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[CLIL/EMILE the european dimension: Actions, trends and foresight potential]]></source>
<year>2002</year>
<page-range>27-8</page-range><publisher-name><![CDATA[University of Jyväskylä]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Coyle]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Hood]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Marsh]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[CLIL: Content and language integrated learning]]></source>
<year>2010</year>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cummins]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Lenguaje, poder y pedagogía: Niños y niñas bilingües entre dos fuegos]]></source>
<year>2002</year>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Custodio Espinar]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Los retos del docente AICLE]]></article-title>
<source><![CDATA[Padres y Maestros]]></source>
<year>2019</year>
<numero>378</numero>
<issue>378</issue>
<page-range>24-30</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dalton-Puffer]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Outcomes and processes in content and language integrated learning (CLIL): Current research from Europe]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Delanoy]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
<name>
<surname><![CDATA[Volkmann]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Future perspectives for english language teaching]]></source>
<year>2008</year>
<page-range>139-57</page-range><publisher-name><![CDATA[Carl Winter]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[de Matos]]></surname>
<given-names><![CDATA[M. E. E.]]></given-names>
</name>
</person-group>
<source><![CDATA[CLIL as a catalyst for developing reflective practice in foreign language teacher education]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Portugal ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Porto]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Delmastro]]></surname>
<given-names><![CDATA[A. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El andamiaje docente en el desarrollo de la lectura y la escritura en lengua extranjera]]></article-title>
<source><![CDATA[Paradigma]]></source>
<year>2008</year>
<volume>29</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>197-230</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dobson]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Pérez Murillo]]></surname>
<given-names><![CDATA[M. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Johnstone]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Programa de Educación Bilingüe en España. Informe de evaluación. Resultados de la investigación independiente sobre el Programa de Educación Bilingüe del Ministerio de Educación y el British Council en España.]]></source>
<year>2011</year>
<publisher-name><![CDATA[Ministerio de Educación; British Council.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Döpke]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Australian Newsletter for Bilingual Families]]></source>
<year>2003</year>
<volume>0</volume>
<numero>0</numero>
<issue>0</issue>
<page-range>1-5</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<collab>EURYDICE</collab>
<collab>Comisión Europea</collab>
<source><![CDATA[Aprendizaje integrado de contenidos y lenguas (AICLE) en el contexto escolar europeo]]></source>
<year>2006</year>
<publisher-name><![CDATA[Ministerio de Educación y Ciencia, Secretaría General de Educación]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Frigols Martín]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Marsh]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Informe de evaluación externa. Programa Clil de la Consejería de Educación, Universidades y Sostenibilidad de Canarias]]></source>
<year>2014</year>
<publisher-name><![CDATA[Gobierno de Canaras, Consejería de Educación, Universidades y Sostenibilidad]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Guazzieri]]></surname>
<given-names><![CDATA[A.V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Oral interaction in CLIL student-led cooperative group work]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Coonan]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[CLIL e l&#8217;appredimento delle lingue. Le sfide del nuovo ambiente di apprendimento]]></source>
<year>2008</year>
<page-range>79-103</page-range><publisher-name><![CDATA[University Ca&#8217; Foscari]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Halbach]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Una reflexión oportuna: La formación inicial del profesorado en CLIL]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Levy]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Formación inicial para profesores de programas bilingües en inglés: Políticas, prácticas y recomendaciones]]></source>
<year>2015</year>
<page-range>17-20</page-range><publisher-name><![CDATA[Universidad de Alcalá.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Harjanne]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Tella]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Strong signals in foreign language education, with a view to future visions]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Tella]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[From brawn to brain: Strong signals in foreign language education]]></source>
<year>2008</year>
<page-range>. 55-84</page-range><publisher-name><![CDATA[University of Helsinki]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kiely]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Understanding CLIL as an innovation]]></article-title>
<source><![CDATA[Studies in Second Language Learning and Teaching]]></source>
<year>2011</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>153-71</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lázaro]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[García Mayo]]></surname>
<given-names><![CDATA[M. del P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[L1 use and morphosyntactic development in the oral production of EFL learners in a CLIL context]]></article-title>
<source><![CDATA[International Review of Applied Linguistics]]></source>
<year>2012</year>
<numero>50</numero>
<issue>50</issue>
<page-range>135-60</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lorenzo]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Trujillo]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Vez]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educación bilingüe: Integración de contenidos y segundas lenguas]]></source>
<year>2011</year>
<publisher-name><![CDATA[Síntesis]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Maljers]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Marsh]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Wolff]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Windows on CLIL. Content and language integrated learning in the spotlight]]></source>
<year>2007</year>
<publisher-name><![CDATA[European Platform for Dutch Education]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Marsh]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Mehisto]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Wolff]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Frigols Martin]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[European framework for CLIL teacher education: A framework for the professional development of CLIL teachers]]></source>
<year>2010</year>
<page-range>10-8</page-range><publisher-name><![CDATA[European Centre for Modern Languages]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Massler]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
<name>
<surname><![CDATA[Ioannou-Georgiou]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Steiert]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effective CLIL teaching techniques]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Ioannou-Georgiou]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Pavlou]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Guidelines for CLIL implementation in primary and pre-primary education]]></source>
<year>2011</year>
<page-range>66-97</page-range><publisher-name><![CDATA[European Commission]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Méndez García]]></surname>
<given-names><![CDATA[M. del C.]]></given-names>
</name>
<name>
<surname><![CDATA[Pavón Vázquez]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts: Perceptions and practice of the teachers involved in the plurilingual programme in Andalusia.]]></article-title>
<source><![CDATA[International Journal of Bilingual Education and Bilingualism]]></source>
<year>2012</year>
<volume>15</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>573-92</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pastor Martínez]]></surname>
<given-names><![CDATA[M. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[CLIL and cooperative learning]]></article-title>
<source><![CDATA[Encuentro]]></source>
<year>2011</year>
<numero>20</numero>
<issue>20</issue>
<page-range>109-18</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pavón Vázquez]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Ellison]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Examining teacher roles and competences in content and language integrated learning (CLIL)]]></article-title>
<source><![CDATA[Lingvarvm Arena]]></source>
<year>2013</year>
<volume>4</volume>
<page-range>65-78</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pavón Vázquez]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Rubio]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers´ concerns and uuncertainties about the introduction of CLIL programmes]]></article-title>
<source><![CDATA[Porta Linguarum]]></source>
<year>2010</year>
<numero>14</numero>
<issue>14</issue>
<page-range>45-58</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pérez Márquez]]></surname>
<given-names><![CDATA[M. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La enseñanza del inglés: Un antes y un después de la implantación de la enseñanza bilingüe]]></article-title>
<source><![CDATA[Aula de Innovación Educativa]]></source>
<year>2008</year>
<numero>168</numero>
<issue>168</issue>
<page-range>17-20</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pérez Vidal]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El enfoque integrado de contenidos y lenguas en Europa: Principios sociales educativos y psicolingüísticos]]></article-title>
<source><![CDATA[Aula de Innovación Educativa]]></source>
<year>2008</year>
<numero>168</numero>
<issue>168</issue>
<page-range>7-16</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[A.M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The cultural knowledge of monolingual and bilingual student]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Madrid]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Hughes]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Studies in bilingual education]]></source>
<year>2011</year>
<page-range>223-8</page-range><publisher-name><![CDATA[Frankfurtam-Main: Peter Lang]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Roza González]]></surname>
<given-names><![CDATA[M. B.]]></given-names>
</name>
</person-group>
<source><![CDATA[El marco común europeo de referencia de las lenguas y su implicación en el ámbito escolar]]></source>
<year>2005</year>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Signoret Dorcasberro]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Bilingüismo y cognición: ¿Cuándo iniciar el bilingüismo en el aula?]]></article-title>
<source><![CDATA[Perfiles Educativos]]></source>
<year>2003</year>
<volume>25</volume>
<numero>102</numero>
<issue>102</issue>
<page-range>6-21</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wolff]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The european framework for CLIL teacher education]]></article-title>
<source><![CDATA[Synergies]]></source>
<year>2012</year>
<volume>8</volume>
<page-range>105-16</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
