The document discusses the CLIL (Content and Language Integrated Learning) program implemented in the Valencian community of Spain. [1] It describes how the program aims to foster multilingualism through teaching some subjects in English in addition to Spanish and Valencian, the two official languages. [2] It provides details on the number of hours per week spent on CLIL and the balance between language and content teaching at different school levels. [3] It also notes that schools can choose which subjects to teach via CLIL, with the exception of languages and science in primary school.

1. The CLIL programme in Comunidad Valenciana (SPAIN)
Interest in CLIL has spread exponentially throughout Spain during the last few years, and CLIL
programmes have received support from educational authorities and have been implemented in
mainstream schools. The degree and characteristics of this implementation, however, vary
greatly from one Region to another, since the political structure of Spain comprises 19
Autonomous Regions that were granted political and administrative power by the 1978
democratic constitution.
Thus, the curriculum may be covered in at least two different languages (with some subjects
taught in a first language and others taught in a second one) in two very different modes:
- it may be taught in the official language of the State (Spanish) but also in a joint official
language other than Spanish (Basque, Catalonian, Valencian and Galician);
- it may be taught in the official language of the State (Spanish) but also partly in one or two
foreign languages
A third mode must be added to these two:
- it may be taught partly in the official language of the State (Spanish), partly in a joint official
language other than Spanish (Basque, Catalonian, Valencian and Galician), and partly in one or
two foreign languages.
Fostering multilingualism in a bilingual community: the Valencian model
The Basque Country, Catalonia, Galicia, Navarre, and Valencia all share the ‘Fostering
Multilingualism in a Bilingual Community’ scenario.
Implementation of the CLIL programme through English is linked to the concept of moving from
bilingualism to multilingualism in an autonomous Region where two languages, Spanish and
Valencian, already co-exist asofficial in the school curriculum.
a. Number of hours of CLIL
Primary school:
- first cycle: 1.5 hours per week;
- second cycle: 1.5 hours per week;
- third cycle: 1 hour per week.
Compulsory Secondary School:

2. At least one subject (2-4 hours per week) and no more than two subjects (4-8 hours per week)
each year. The subject(s) could be the same or different each year.
b. Balance between language and content
Primary school:
- first cycle: mostly on language;
- second cycle: fairly equal;
- third cycle: slightly biased toward content.
Secondary school:
-first cycle: slightly biased toward content;
-second cycle: mostly on content.
The ‘Bilingual Teaching Enriched Programme’ (PEBE) was started in Primary education in
1998; since then two hundred and ninety more schools have joined. In 2004, a CLIL pilot project
was set up in a vocational college which has now extended to fourteen vocational schools. The
Board of Education approved an experimental project to implement CLIL in secondary schools
in 2007.
c. Subjects taught via CLIL
It is a school-based decision concerning which subjects are taught through CLIL, usually
depending on the availability of English-speaking teachers. Except for all Languages, which
have to be taught in that language, and Science in primary school, which has to be taught in
Valencian, any subject in the curriculum can be offered as CLIL.
Fifty three primary schools started the ‘Bilingual Teaching Enriched Programme’ (PEBE) during
the school year 1998-99. Last official figures, dating from 15/02/2012, state that two hundred
and seventy schools are now offering CLIL education through the official programme(PIPE),
including private, state-sponsored and state schools, in either primary or secondary education.
Comenius Projects have helped increase this implementation. Our school IES Juan de Garay
could be an example: thanks to the project “Natural Sciences, Natural English” 2011-2013, it
has officially applied to become a multilingual school next year.
http://www.cefe.gva.es/ocd/sedev/es/pro_edu_pluri.htm
http://www.cefe.gva.es/ocd/sedev/es/experimental_pluri.htm

3. http://www.docv.gva.es/datos/2009/06/12/pdf/2009_6789.pdf
http://www.cefe.gva.es/ocd/sedev/docs/instruccions_decret.pdf
http://www.c-s-p.org/flyers/978-1-4438-1857-5-sample.pdf
http://clil-cd.ecml.at/CLILCD/BackgroundtotheCLILCDProject/tabid/2570/language/en-
GB/Default.aspx
http://intercentres.edu.gva.es/cefire/46401751/scripts/archivos/JL_MJesusFrigols.pdf
http://lear.unive.it/bitstream/10278/1013/1/13Frigols.pdf
http://revistaeco.cepcordoba.org/index.php?
option=com_content&view=article&id=101:resena-clil-practice-perspectives-from-the-
field&catid=11:resenas&Itemid=59