Initial Teacher Education of Primary English and CLIL Teachers: An Analysis of the Training Curricula in the Universities of the Madrid Autonomous Community (Spain)

The Madrid Autonomous Community (Spain) offers a significant case of extensive bilingual (English) education provision in primary and secondary school, with over 50% students following Content Language Integrated Learning (CLIL) programme. However, there are doubts about the ability current pre-service teacher to meet demands rapid growth region. This study analyses initial (ITE) English as Foreign (EFL) CLIL teachers community, by providing systematic comparison 14 Primary Education training degrees offered and, specifically, their EFL specialist itineraries. In particular, it assesses balance between development linguistic pedagogical competences, requirements enter track, inclusion dedicated modules part curriculum. Results show that is great heterogeneity design such programmes, especially regarding value given language improvement component. Furthermore, was found insufficient, both core programmes itinerary. Beyond Spanish context, questions raised this can offer insight into effective for educational systems have committed mainstream tool enhancing foreign competence.