Analysis of CLIL teaching sequences for Primary Education

This work deals with a meta-evaluation of the Content and Language Integrated Learning (CLIL) teaching sequences (N=46) for Primary education provided by Andalusian Consejería de Educación, Spain, in German English. The objective is to present an analysis concerning integration CLIL methodological principles throughout theory-based reviews pre-service teachers (n=42) who attended (2020-21) subject AICLE I: Fundamentos y Propuestas Curriculares para el Aula Primaria or English Bachelor’s Degree Education at University Cádiz. mixed-methods research exploratory sequential design, which CIPMA questionnaire (Custodio García Ramos, 2020) was adapted evaluate sequences. Also, focus group carried out along significant representation informants. results reveal that, although average evaluations vary according foreign language (German: 1.78; English: 3.72), order scoring dimensions almost identical: Elementos Fundamentales Metodología; Recursos; Evaluación. Nonetheless, do not integrate some principles: resources (teaching materials related real-life situations; use ICT promote interaction self-learning; etc.) assessment (simplification reduction content; summative formative evaluation strategies; etc.). difficulty activities noteworthy as well inadequate treatment target languages, mainly German, regarding primary school students’ linguistic skills.