Formación CLIL del profesorado en la UPCT: presente y futuro dentro del EEES


  • Camino Rea Rizzo Universidad Politécnica de Cartagena
  • Natalia Carbajosa Palmero Universidad Politécnica de Cartagena


Palabras clave:

CLIL, formación del profesorado, inglés profesional, inglés académico, innovación educativa, educación superior


Throughout the last decades of the twentieth century and the beginning of the twenty-first, the teaching of English for specific and/or professional and academic purposes has probably constituted one of the most innovative areas in the Spanish University. With the advent of the Bologna reform, the theory and praxis of this dynamic field of knowledge has enhanced its range of activity, so as to include not only students, but also lecturers, whithin its concerns. The result can be measured by the innumerable variety of CLIL (Content Language Integrated Learning) teacher training experiences carried out along the Spanish Tertiary Education geography.

This paper has two main purposes: on one hand, to give the account of the CLIL teacher training at the UPCT (included in the larger frame of teaching innovation programs), under its corresponding theoretical approach and bearing in mind the particular circumstances of the institution. On the other hand, to pose questions about the future perspectives of similar experiences in a teaching context that is becoming more and more complex and `hybrid´ from its very foundations. The partial conclusions of this study depict a global teaching/professional scenario that is both challenging and appealing, which must be seriously dealt with from the Universities and our common European administrative framework alike.


Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Camino Rea Rizzo, Universidad Politécnica de Cartagena

Dr. Camino Rea Rizzo has been a full-time teacher in the Language Centre at the Technical University of Cartagena since 1999 and an Adjunct Professor in the Department of English Studies at the University of Murcia since 2007. Her main research area is centred on corpus-driven description of specialized languages, with a special interest in vocabulary teaching and learning in the field of Telecommunication Engineering English. She is a member of LACELL research group (Lingüística Aplicada Computacional, Enseñanza de Lenguas y Lexicología). She is involved in several teaching innovation projects aimed at the introduction of English as a vehicular language of teaching at the UPCT.

Natalia Carbajosa Palmero, Universidad Politécnica de Cartagena

Dr. Natalia Carbajosa Palmero is an Associate Professor at the Technical University of Cartagena (UPCT), where she teaches Professional and Academic English in Bologna Degrees and Masters. She is also involved in teaching innovation projects related with CLIL teacher training at the same institution. As a researcher, she belongs to research projects and groups from the Department of English Studies by the University of Salamanca, where she works on modernist and contemporary Angloamerican poetry. She is also the author of annotated translations into Spanish of British and American poets like H.D. (2008), Scott Hightower (2012) and Kathleen Raine (2013), published in Spain, plus a bilingual anthology on contemporary US women poets called Women Rowing and published in Mexico (2012).


Aguado, G. & Durán, P. (2001). La Investigación en Lenguas Aplicadas: Enfoque Multidisciplinar. Madrid: Fundación Gómez-Pardo: UPM.

Aguilar, M. & Rodríguez, R. (2012). Lecturer and student perceptions on CLIL at a Spanish university. International Journal of Bilingual Education and Bilingualism, 15 (2), 183-197.

Alcaraz, E. (2000). El inglés profesional y académico. Madrid: Alianza Editorial.

Anderson. L.W. & Krathwohl, D. R. (Eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.

Carbajosa, N. (2012). El ingles académico en el marco del EEES: un ejemplo de los equipos docentes en la Universidad Politécnica de Cartagena (UPCT). Aula: Revista de Pedagogía de la Universidad de Salamanca, 18, 43-56.

Carbajosa, N. & Rea, C. (2010). Technical English for Telecommunications. UPCT.

Campus Mare Nostrum. (2011). Plan director. Recuperado de [15/09/2013]

Carrió Pastor, M.L., & Perry, D. (2010). The Collaborative Approach in Content and Language Integrated Learning. Revista Alicantina de Estudios Ingleses, 23, 69-81.

Coxhead, A. (2000). A New Academic Word List. TESOL Quarterly, 34 (2), 213-238.

Coyle, D., Hood, P. & Marsh, M. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press.

Curado Fuentes, A. (2001). Lexical behavious in academic and technical corpora: Implications for ESP development. Language and Learning Technology, 5(3), 106- 129.

Dafouz, E. & Núñez, B. (2009). CLIL in higher education: Devising a new learning landscape. In Dafouz, E. & Guerrini, M. C. (Eds): CLIL across educational levels. Madrid: Richmond Publishing.

Escuin, I. (2011). Propuesta de impartición de la asignatura derecho mercantil en inglés. Actas del I Congreso Internacional de Innovación Docente. Campus Mare Nostrum. Cartagena.

Eurydice (2006). Content and Language Integrated Learning (CLIL) at School in Europe. Brussels: Eurydice European Unit.

Ferguson, G. (2007). The global spread of English, scientific communication and ESP: questions of equity, access and domain loss. Ibérica, 13, 7-38.

Fortanet, I., & Räisänen, C. A. (2008). ESP in European Higher Education. Integrating language and content. Amsterdam: John Benjamins.

Frazier, L., Leeming, S., Sarosy, P., & Sherak, K. (2007). Lecture ready: strategies for academic listening, note-taking, and discussion. Oxford: Oxford University Press.

Herrero, R. & Pérez, J. (2011). Introducción. Equipos docentes: Una nueva apuesta en el EEES. En Vicerrectorado de Ordenación Académica (Ed.). Equipos docentes: Una nueva apuesta en el EEES (pp. 9-31). Cartagena: UPCT.

Kruse, O. (2013). Perspectives on Academic Writing in European Higher Education: Genres, Practices, and Competences. REDU, Revista de docencia Universitaria, 11(1), 37-58.

Lagasabaster, D. (2011). English Achievement and student motivation in CLIL and EFL setting. Innovation in language learning and teaching, 5, 3-18.

Langé, G. & Bertaux, P. (2002). TIE-CLIL Professional Development Course. Milán: TIECLIL.

López, J. (2011). Experiencia en el desarrollo de asignaturas de ingeniería en inglés enmarcadas en el Espacio Europeo de Educación Superior (EEES). Actas del I Congreso Internacional de Innovación Docente. Campus Mare Nostrum. Cartagena.

Manning, A. & C. Nukui (2011). Transferable Academic Skills Kit (TASK). English for Academic Purposes Series. University of Reading: Garnet Education.

Pena, C., Fernández, R., García, A. & Halbach, A. (2005). La implantación de proyectos educativos bilingües en la Comunidad de Madrid. Las expectativas del profesorado antes de iniciar el proyecto. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, 3, 161-173.

Pérez-Vidal, C. (2007). The need for focus on form (FoF) in content and language integrated approaches: An exploratory study. Revista Española de Lingüística Aplicada (RESLA), Volumen monográfico, 39-54.

Rea, C. & Carbajosa, N. (2011). Towards a new concept of lecturers’ and students’ language training: English as a transversal competence at the UPCT degrees. In M. L. Carrió, J. Contreras, F. Olmo, H. Skorczynska, I. Tamarit, & D. Westall (Eds.), La investigación y la enseñanza aplicadas a las lenguas de especialidad y a la tecnología (pp. 393-400). Valencia: Universitat Politècnica de València.

Rea, C. & Orts, M. A. (Eds.) 2011. New and Further Approaches to ESP Discourse: Genre Study in Focus. International Journal of English Studies. Vol 11, No 1.

Rubio, F. & Hermosín, M. (2010). Implantación de un programa de plurilingüismo en el espacio europeo de educación superior: Análisis de contexto y detección de necesidades. XXI, Revista de Educación, 12, 107-128.

Rubio Cuenca, F. (2012). Communication as a Teaching/Learning Strategy in Bilingual Education. Journal of Siberian Federal University. Humanities & Social Sciences, 12(5), 1781-1789.

Swales, J. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press.