Latest Event Updates

Bilingual itinerary (Escuela Universitaria Cardenal Cisneros)

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We’re ready! The bilingual itinerary will start to work next course, both in the Primary and Infant Teacher Education degrees. We’re proud to announce this after more than one year working on the training of the teaching staff (which will continue beyond summer).
As the Coordinator of this project, I can state, loud and clear, that we have a clear idea that teaching through CLIL is NOT teaching the same things that you will teach in Spanish in the same manner. CLIL demands for a different way of organising contents, developing students’ skills and making students’ thinking abilities progress. This is a clear opportunity for us to teach in a more dynamic and personalised way.

Our teaching staff is made of content-subject specialists with a high level English. They’ve been trained to use CLIL, and are willing to face this teaching challenge and take advantage of it!.

If you are interested in the itinerary, more information is available at:


I International Congress on Bilingualism in educational centres (Madrid)

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The Education department of the Madrid government together with the University Rey Juan Carlos will held this first congress in Madrid. More information available at:

Assessment in CLIL

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Assessment is a great challenge in CLIL. If language is truly integrated, why should it be assessed separately? From my point of view, there isn’t any reason for that. However, problems with language can interfere in students’ learning progress. How can teachers skip this reality?

Teachers lecturing bilingual subjects should take into account two things:

1) It is clear that the language that should be assessed is the one that is attached to the content seen. Assessing more than what is being taught is not our objective and it can be counterproductive.

2) Language should be assessed from a “assessment for learning” point of view. That is, teacher should prevent language from being an obstacle to learning, and, therefore, should make sure that language is not being a barrier for students.

3) Close collaboration between the English specialist and the content specialist should be encouraged. Their work together will help students overcome language barriers, learn content, apply knowledge, and develop their thinking skills in a more appropriate way.

A new e-journal on bilingual education

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Teachers and researchers are working hand in hand to get more knowledge about what bilingual education is and what it implies in education. One of the outcomes of this joint efforts is this e-journal edited by Manuel F. Lara, and supported by a good and renowned number of experts of the field. Good luck with this interesting publication. It can be fully accessed at:

Food for thought (on creativity in education)

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Although it is not specifically dealing with EFL or bilingual teaching, I consider this issue tremendously important. We often forget that creativity is a key factor in education.  But… what’s your opinion about this?

Dealing with texts in the bilingual classroom

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From 15th to 19th June a group of teachers and teacher trainees have attended a course on how to deal with texts in the bilingual classrooms. The course was held at the Escuela Universitaria Cardenal Cisneros, and it was part of the Summer Courses offered by the Universidad de Alcalá (Madrid). Sponsors were the British Council, and the publishing houses Edelvives and Vicens Vives.

Along these five days we have been sharing ideas, problems, techniques, everyday experiences that have make us come closer to the reality of those who have to teach content through English in Primary Schools. We shared views on topics such as how to deal with Phonics in the classroom, how to work on text types, how to foster creativity in the classroom, etc.

Now it’s our turn to keep on debating on these topics…