This large-scale study compares the digital skills of CLIL and non-CLIL secondary students by means of two separate tests assessing 'communicative digital competence' (CLIL group, n=2,152, and non-CLIL group, n=18,093) and 'informational digital competence' (CLIL group, n=2,581, and non-CLIL group, n=17,553). The findings indicated that CLIL students showed significantly better digital skills than non-CLIL learners, particularly regarding communicative digital competence. This may suggest CLIL students are more familiar with the use of ICT, and that the communicative skills acquired by means of CLIL methodology based on communication, participation and interaction were transferred to digital environments. These outcomes reveal a new CLIL by-product as well as added value in a highly underexplored area in CLIL research: its effectiveness in the acquisition of key competences (in this case, digital competence), which are the major goals of compulsory education.

The aim of this paper is to provide new evidence on the effectiveness of Content and Language Integrated Learning (CLIL) in the acquisition of English language competences (reading, writing, listening and spoken production and interaction) compared to traditional learning of English as a foreign language (EFL) in primary school settings. To do so, results of CLIL and non-CLIL learners enrolled in the 4 th year of primary education (9-10-year-olds) were examined and contrasted. Findings showed that the only communicative competence in which differences in favour of CLIL students were significant was spoken production and interaction. However, significant differences have also been detected in the following indicators: "preparing an outline before writing" (writing), "understanding space-time relations" (reading), and "global comprehension" and "identification of details" (listening). The confined effectiveness of CLIL may be due to the limited time of extra exposure to English, the young age of participants and the absence of any selection process for CLIL learners.

In this paper the influence of bilingual education on the acquisition of the key learning to learn competence is examined. To do so, bilingual (n = 1,966) and non-bilingual students (n= 14,713) of Castilla-La Mancha enrolled in the 2 nd year of Compulsory Secondary Education took a series of tests designed to assess two dimensions of the competence of learning to learn: "metacognitive strategies", made up of two learning standards related to metacognitive processes, and "learning strategies", a dimension consisting of five standards connected to cognitive processes. Results showed bilingualism had a significant effect on the acquisition of the key competence of learning to learn.

English-medium instruction (EMI) has become commonplace in Higher Education Institutions (HEIs) in Spain and in many other countries, being implemented as a strategy to increase the competitiveness and attractiveness of universities at the international level. The present article investigates the stances of lecturers involved in various internationalization programmes in regard to the challenges that EMI inception and implementation entails, such as language and content integration, English proficiency of teachers and students, teachers’ drives, teacher training needs and institutional support, among other issues. To gain a more comprehensive insight into the development of EMI, data were collected by means of semi-structured interviews with three separate groups of lecturers: (i) EMI practitioners, (ii) lecturers interested in EMI and (iii) lecturers from the Department of Modern Languages, experts in second language acquisition (SLA) and bilingual education. The results showed that the implementation of EMI at the University of Castilla-La Mancha (UCLM) is still in its infancy and there are several areas for improvement such as (i) the approval of a multilingual language policy that includes a specific and legally-binding protocol for lecturer recruitment and commitment in the programme, and (ii) the design of a more comprehensive teacher training plan offering accreditation to enter EMI and supporting effective implementation by means of in-service courses.

RESUMENEl contexto educativo, social y cultural actual considera el manejo de las nuevas tecnologías como una competencia clave o básica que todos los ciudadanos deben dominar para su pleno desarrollo personal, social y profesional y para el aprendizaje a lo largo de la vida. En este artículo presentamos diez claves para introducir las TIC en el aula de manera efectiva, y proponemos distintas estrategias y enfoques que abarcan desde el momento inicial de toma de contacto con las nuevas tecnologías hasta la inmersión en un modelo de aprendizaje basado en el currículo bimodal, que constituye en sí mismo una innovación de la enseñanza tradicional a través de las TIC y cuya ventaja fundamental es que cumple con el objetivo primordial de todo sistema educativo: mejorar la formación del alumno y promover el éxito escolar.PALABRAS CLAVE TIC, aprendizaje, currículo bimodal ABSTRACT The current educational, social and cultural context considers managing new technologies as a key or core competence that all citizens must master to their full personal, social and professional development and lifelong learning. In this paper we present ten keys to effectively introduce ICT in the classroom, and we propose different strategies and approaches ranging from the initial touchdown with new

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This chapter explores literacy development in the mother tongue (L1) in bilingual education programs. To explore the impact of Content and Language Integrated Learning (CLIL) on literacy development in L1, a large-scale study was conducted in a monolingual autonomous community (Castilla-La Mancha) located in central Spain. Scores obtained by CLIL and non-CLIL (n=4,231) learners aged 9-10 in a writing task and in a reading comprehension test were compared. Results showed CLIL was not detrimental for literacy development in L1, since no significant differences were detected between both groups in their overall proficiency in written production and reading comprehension. However, a differential achievement was observed depending on the type of instruction CLIL/non-CLIL in some areas. Significant differences were observed in favour of CLIL students in receptive vocabulary, expressive richness and spelling, whereas the non-CLIL group was ahead in critical reading, planning strategies, and use of text typologies.

The development of independent and self-learning strategies for Foreign Language Learning is of special interest in Higher Education. In particular, these strategies are essential in the Foreign Language Learning area (EFL), since students need to practise and strengthen their exposure to language so as to develop receptive and productive skills. The goal of this paper is to show how independent and virtual learning are developed by means of ICT. To this end, a group of tasks and activities have been designed, distributed and implemented by means of Moodle in the setting of a teaching innovation project in which different campuses and faculties of Education of the University of Castilla-La Mancha where English I is studied have taken part. Additionally, the initial results in terms of students’ perceptions about their independent and virtual learning are shown. Therefore, this paper focuses on a case study at Higher Education in which valid conclusions may be drawn for other similar settings where language learning and virtual learning need to be combined. Initial results suggest the students have responded positively in terms of their perception and participation. This validates the tasks and procedures carried out in the implementation of virtual foreign language learning.