Entrevista traduda 1.Since when are you working in this job?

This is my second year, I started in September 2009 2.What is your main job? I do several, let's see, I follow PELE centres and advise them if they need any help, or any kind of information. I also monitor the conversation assistants programme, which is very related with PELE, especially the English ones, because they depend very much of PELE, the German ones, French do not depend so much because can be they are PELE centres or centres that have PAC (Pla d'Autonomia de Centres). For example, Celest Bellera is a PAC centre, but a CLIL centre as well. Furthermore I manage all the things related to the formation in foreign languages, teacher formation and issues like COMENIUS, which can be bilateral, if a foreign high-school and a school from here make an exchange of students, or multilateral, if at least 3 centres are involved. 3.Which abilities improve or boost the use of CLIL in the classrooms? I think that the students improve their ability in a foreign language because they are not just working it only in the English classes. It has been proved that everybody learns through a language, and if a subject like biology or maths for instance, is taught in English, the students learn more language skills while doing it. 4.Do you think that this bilingual learning is oriented to all of those students who are interested in doing it, or is it necessary to make a selection? My opinion, at first, is that different levels must exist in order to allow the access to all kind of students, and later do the optionality because surely there are students who have a great ability and students who don't. The thing is, it has been shown that it works for every student if the subject is about doing manual or visual things. 5.Do you think CLIL will gain popularity until being the predominant way of learning? Predominant I don't think so, but nowadays it is spreading through the system and there is every time more demand. This is a thing that is happening all over Europe.

6.In your opinion, how did teachers react? Let's see, I think the people who trust very much in CLIL like it, they think it is good. But not everybody agrees with this aspect because the theory says that usually those students who decide to do subjects using CLIL is because they're students with a medium-high level of English and they have no difficulties. 7.When did the offer of PELE start and why? The fist PELE promotion was the 2005-08. PELE arose from the ORATOR project, therefore, PELE and ORATOR coexisted for a few years. I think ORATOR project started at the beginnings of 2000, the last promotion I'd say that was in 2006 or in 2007. For instance Celest Bellera did a 2004-06 ORATOR project which I managed. However, with the development of new technologies It was seen that ORATOR was getting stuck and It was updated, as a result PELE arose. 8.Can you give me 3 reasons to defend the use of CLIL? -To enhance a foreign language. -If a centre does CLIL, it means that there is a good job between departments because It improves the teamwork among teachers. -Teachers detect that the student increase their vocabulary. 9.What is your experience using CLIL? When I began, all the stuff related with CLIL was very recent. I think it was a good experience for me. Although I could do it during a term, in the course 2004-05 with fourth grade students and at 2005-06 during each term with the same students as well. For me it was a positive experience, the problem is preparing all the material, because it takes you a lot of work if you want to bring quality material. Moreover, you have to follow certain rules. 10.Do you think CLIL is a good issue to make a research work? I think so because you have a part of theory and after there is a part to do research in websites, talking with teachers of CLIL centres, etc.