How do we teach our CLIL teachers? A case study from Alcalá University Olivares Leyva, Mónica Pena Díaz, Carmen CLIL Secondary education Second language acquisition Communicative approach Teaching assessment AICLE Educación secundaria Adquisición de segundas lenguas Enfoque comunicativo Evaluación docente CLIL has gained prominence in the field of Second Language teaching in Spain due to the complex challenges the educational system has to face. In Madrid, amongst other training schemes, Secondary school teachers can attend English language courses at Madrid public universities in order to improve their level of English to pass the obligatory exam, which qualifies them to teach in the regional government’s CLIL project. Although CLIL has been placed at the centre of the intellectual debate, little attention has been given to the study of this linguistic training phase. This paper aims to contribute to fill this gap by examining the training programme at Alcalá University hoping to revise the perceptions of the agents involved in this type of courses for bilingual teachers. 2013-12-13T11:40:11Z 2013-12-13T11:40:11Z 2013-01 info:eu-repo/semantics/article Olivares Leyva, M.; Pena Díaz, C. How do we teach our CLIL teachers? A case study from Alcalá University. Porta Linguarum, 19: 87-99 (2013). [http://hdl.handle.net/10481/29629] 1697-7467 D.L.: GR 43-2004 http://hdl.handle.net/10481/29629 10.30827/Digibug.29629 eng http://creativecommons.org/licenses/by-nc-nd/3.0/ info:eu-repo/semantics/openAccess Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License Universidad de Granada