ABSTRACT
CLIL teachers who work with content in a foreign language face unique challenges in their classrooms that require complex interactions between non-linguistic content and language teaching and learning. This includes critical thinking skills and communicative interaction in the foreign language for which future teachers must be equipped with the necessary tools. In this sense, there needs to be a focus on preparing preservice bilingual teachers to teach complex non-linguistic content in a foreign language, integrating both language and content for deeper and more active learning. This chapter examines how preservice teachers in a bilingual undergraduate program designed and presented projects on key competencies of a social nature, using a project-based learning framework that includes ICTs and considers the new educational and legislative framework for competencies in Spain. The study results indicate that preservice teachers used ICTs, PBL, and scaffolding in traditional and somewhat minimalistic ways, focusing on teachers’ informative presentations rather than student activity and engagement with the content through the English as a foreign language. The chapter includes suggestions for further research in this area.
