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Content and Language Integrated Learning in Spanish and Japanese Contexts pp 59–90Cite as

Palgrave Macmillan

Practices to Scaffold CLIL at Transition to Primary

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Abstract

In recent years, the ever-increasing demand for English as a foreign/additional/second language (henceforth L2) in Spain has been shaped by the proliferation of bilingual education programs, by the incorporation of bilingual sections at university level and by the empowerment of teacher training courses. The implementation of bilingual education programs, which starts at an early age, necessarily involves numerous changes not only in the educational policies but also in methodological approaches. The ultimate aim of this chapter is twofold, to strengthen teachers’ understanding of the importance of starting English early and to propose practices that help to consolidate children’s language skills at transition to Content and Language Integrated Learning (CLIL).

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  1. School of Education, Complutense University of Madrid, Madrid, Spain

    María Teresa Fleta Guillén

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  1. María Teresa Fleta Guillén
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Correspondence to María Teresa Fleta Guillén .

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Editors and Affiliations

  1. International College of Arts & Sciences, Yokohama City University, Yokohama, Kanagawa, Japan

    Keiko Tsuchiya

  2. Faculty of Education, Complutense University of Madrid, Madrid, Madrid, Spain

    María Dolores Pérez Murillo

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Fleta Guillén, M.T. (2019). Practices to Scaffold CLIL at Transition to Primary. In: Tsuchiya, K., Pérez Murillo, M.D. (eds) Content and Language Integrated Learning in Spanish and Japanese Contexts. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-27443-6_4

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  • DOI: https://doi.org/10.1007/978-3-030-27443-6_4

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