ABSTRACT
The last 15 years have witnessed an outburst of content and language integrated learning (CLIL) programmes all over Spain (Lasagabaster and Ruiz de Zarobe 2010). The interest in the teaching of content-subjects through a foreign language (FL) – usually English – is also present in Catalonia, a region where already two languages – Catalan and Spanish – are legally regulated as a means of instruction in compulsory and post-compulsory education. Thus, when English enters Catalan schools as a working language, it becomes the third language of instruction (Escobar Urmeneta and Nussbaum 2010; Pérez-Vidal and Juan-Garau 2011). This outbreak coincided in time with the launching by the Spanish Ministry of Education of a 60-ECTS Master’s degree, whose official guidelines, surprisingly, do not include any reference to CLIL.
