Content and language integrated learning (CLIL) is a dual-focussed approach that promotes the learning of curricular content in tandem with an additional language, usually English. Since its inception in the 1990s in Europe, CLIL provision has increased considerably not only in Europe but also in other contexts, such as Latin America, given its purported benefits in terms of motivation, cognitive skills development, and language awareness. However, little is known about how future teachers, i.e. pre-service teachers, are trained to teach through CLIL. This article aims to address this gap by describing how we – two CLIL teacher educators based in Argentina and Spain – offer CLIL courses. Through duoethnography, we show how we plan and implement CLIL input and what lessons we have learnt drawing on reflective practice in interaction. Analysis of our interaction illustrates how CLIL is conceived and operationalized and what CLIL competences are prioritized in our practices. Pedagogical implications are included.

AICLE ha supuesto un antes y un después en la forma de concebir la enseñanza de contenido y lengua de forma simultánea en el continente europeo. Tanto es así, que son numerosos los estudios que demuestran que los alumnos que forman parte de programas AICLE están más motivados que sus compañeros, que estudian inglés como lengua extranjera (Doiz, Lasagabaster y Sierra, 2014). Así, el principal objetivo del presente estudio consiste en averiguar si existen diferencias significativas entre los alumnos que forman parte del programa AICLE y los que no, en cuanto a variables afectivas se refiere. Nuestros participantes son alumnos de sexto de primaria, los cuales cumplimentaron un instrumento de medida cuantitativo. Los resultados indican que los participantes AICLE están más motivados, tienen una mayor presencia de los yoes y tienen menos ansiedad.

Over the past decade, numerous studies have been carried out regarding affective variables in SLA. However, it has been shown that these variables should not be analysed in isolation. Factors such as gender, for example, should also be taken into consideration. This study looks at the importance of gender in relation to affective variables in primary students (M: 11.5). The results are consistent with previous studies, in that female respondents were shown to outperform their male counterparts in terms of affective variables (L2 motivation, L2 anxiety, L2 selves).

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