«Shaping Future CLIL Horizons»


During the launch of CLIL predictions were made on likely reactions and how it might develop in the immediate and longer term.  We understood the potentially transformational nature of this approach for systems and schools.  We assumed that there would be an initial negative backlash from certain entities, organizations and educational sectors.  We thought that attempts would be made to take ownership of the term which leading to new variants being fielded.  We predicted that the phenomenon would continue to grow, even with ‘different clothing’, because of surrounding major global trends.


What we did not see was that 25 years later CLIL would become so deeply relevant to the teaching and learning needs of the digitally astute young people now in education.  Nor did we understand the depth of the positive impact of frequently activating more than one language on the mind and brain.


This presentation looks at why and how past developments are now powering the CLIL trajectory as we manage the fast-changing present and attempt to shape the future.


«The Bilingual Teaching to debate»


More than ten years ago, bilingual education began to be implemented in our country. Little by little, the Autonomous Communities have joined this initiative and today all of them include in their educational offer some kind of bilingual education.


Despite the undoubted advantages of quality bilingual education and its unstoppable expansion due to the demand of families, the degree of satisfaction is not the same for everyone and the model even has detractors. This is due to a number of reasons including the variety of existing models, teacher preparation, the quality of the programs, the management each administration fulfils, the resources allocated, the impact of the program on schools that do not offer those teachings, the academic effects, the linguistic levels, the results.


We must praise the efforts all education administrations have made and continue to make, but after the time and the experience accumulated it is time to proceed with an overall analysis of the evolution of Bilingual Education in Spain.


This paper aims to open the debate on bilingual education, on the programs, their advantages and disadvantages, their development and management, their results, and to contribute to the search for solutions to problems that may arise and therefore to the improvement of the quality of all programs.


To do this, it is necessary to identify the aspects that have been and still are the subject of criticism, to expose them and open them to the debate in order to gather the opinions, proposals and suggestions of any experts who wish to participate in it. There is at least one solution to each problem and discussing Bilingual Teaching will help find it in order to solve them.

Xavier Gisbert cieb2017
Cristina Perez cieb2017


«Present and future of Linguistic Competence Accreditation»


The integration, following the signing of the Bologna Declaration in June 1999, in the European Higher Education Area, the growing mobility of students and, of course, the standardization of CEFR levels has meant that the Accreditation of Linguistic competence has become a key element in the career not only of the faculty but also for all the university graduate.


Nowadays, the accreditation of linguistic competence is required to graduate in many universities of the national territory and one of the requirements for access to most masters as well.


The evaluation of linguistic competence has been subjected, due to the great demand, to a great political, institutional and social pressure. All the organisms related to the language teaching have had to consider the options and have looked for diverse routes of homogenization.


From the very beginning, we’ve been trying to compile and establish comparable certifications that meet the basic principles of evaluation and that are well anchored at a CEFR level and are recognized in educational and work environments.


We will talk about the role of ACLES (National Association of Language Centres in Higher Education) and its contribution to organize the Accreditation system, not only by creating its own CertAcles certificate of competence but having so many certificates from many different institutions, try to help the different groups, creating a table of certificates in the different languages, all nationally and internationally recognized.

The University Rey Juan Carlos and the Bilingual Education Association invite you to participate in the IV International Bilingual Education in schools Congress – CIEB 2017.
Do you want to debate on bilingual education? Looking forward to seeing you at CIEB 2017

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