Content and Language Integrated Learning (CLIL)a qualitative study in Compulsory Secondary Education in the Community of Madrid (Spain)

Abstract

This study investigates the approach of Content and Language Integrated Learning (CLIL) in Secondary schools of the region of Madrid, Spain. The fundamental goal is to evaluate the way in which CLIL programs develop and function in the Comunidad de Madrid according to the key players involved in their grassroots (teachers, students, and parents). Thus, this research intends to provide both theoretical and empirical evidence for planning and implementing an increasingly demanded bilingual education, especially within the monolingual regions of Spain. The sample size is 754 students, 77 teachers, and 77 parents, who belonged to 18 schools: six public, six private, and six charter schools in both urban and rural regions across Madrid. The data collected qualitatively analyzed, are presented, followed by the outcomes and results of CLIL implementation in the sample group. In addition, conclusions offer some limitations and pedagogical implications, and suggestions for future lines of investigation.