By Maria Emilia Blasco
1st, 2nd and 3rd Grade Primary English Coordinator
Madrid, Trinity College Group of Spain
Content and Language Integrated Learning (CLIL) is an educational approach where school subjects are taught through a second or foreign language. The aim is to integrate both subject content and language learning, allowing students to acquire knowledge in a meaningful context while developing language skills. Widely implemented across Europe, CLIL is particularly common in bilingual and immersion education programs. In Spain, this approach typically involves teaching subjects like Natural Science through English in primary schools.
Competence-based teaching is increasingly important in today’s society, as it fosters critical thinking, problem-solving, and learner autonomy from an early age. In primary education, it plays a crucial role in helping pupils apply knowledge meaningfully in real-life contexts. Within the Spanish curriculum, competence-based learning is now a central element, shifting the focus from memorization to the application of key competences across subjects.
Despite its benefits, teaching content subjects through a second language in CLIL classrooms poses notable challenges—especially when aiming to meet competence-based curricular demands. This is particularly evident in Natural Science, which requires not only mastery of scientific concepts but also the development of various competences: scientific, linguistic, digital, and learning-to-learn. Fortunately, these competences naturally align with CLIL’s pedagogical philosophy, which emphasizes active learning, meaningful communication, and the integration of content and language.
One of the greatest challenges in CLIL science classrooms is the linguistic demand placed on young learners. Scientific language often differs significantly from everyday language, creating a dual learning curve for students working in a second language. To address this, CLIL teachers must use strategies like scaffolding, visual supports, and language frames to help learners both understand and use scientific language appropriately. Moreover, the teacher acts not only as a content instructor but also as a constant language model for students.
Experience in Spanish primary schools shows that pupils need time to adjust to both a new teaching method and a different assessment model. Many children are initially used to a knowledge-based approach and may find it challenging to demonstrate learning through competence-based tools such as rubrics, self-assessments, or real-world tasks. In designing these assessments, teachers must consider students’ age, cognitive development, and reading comprehension skills.
Families may also struggle to understand the shift to competence-based assessment, especially when traditional exams are replaced or supplemented with alternative strategies. In Spain, this unfamiliarity can lead to uncertainty or resistance, underlining the need for clear communication between schools and families. Additionally, since competence-based learning does not always align with traditional study techniques, parents may need guidance on how to support learning at home in practical, non-textbook ways.
Lesson planning should explicitly combine scientific content with the competences students are expected to develop. Clear, competence-linked learning objectives help pupils understand not only what they are learning but also how they will apply that knowledge.
Since scientific language can act as a barrier, it’s essential to explicitly teach subject-specific vocabulary and structures. Word banks, glossaries, and sentence frames support learners in describing processes, explaining results, and justifying conclusions—using language as a learning tool.
Visual aids such as diagrams, labelled images, charts, and graphic organizers support comprehension and reduce linguistic obstacles. These scaffolding techniques help students access complex scientific content while gradually developing both linguistic and cognitive skills.
Activities that involve inquiry, experimentation, and observation allow students to ask questions, think critically, and solve problems using the target language. These tasks naturally blend content and language, reinforcing scientific competence and learner autonomy.
Competence-based assessment must be tailored to pupils’ age and developmental stage. Using oral tasks, hands-on activities, and project-based learning allows for diverse and age-appropriate ways of demonstrating understanding beyond traditional written tests.
Because competence-based assessment may be unfamiliar, it’s essential to make criteria transparent. Sharing success criteria, modelling expected outcomes, and involving students in self and peer assessment not only support learning-to-learn competence but also reduce anxiety.
Digital resources like short videos, interactive simulations, and simple research tasks can enhance engagement and support understanding. Used effectively, they contribute to the development of digital competence while reinforcing scientific and language learning.
To build trust and understanding, schools and teachers should clearly explain the principles of competence-based assessment. Presenting rubrics during parent meetings, sharing learning evidence regularly, and offering simple at-home learning suggestions (e.g., talking about science topics, encouraging observation) can help bridge the gap between school and home.
Teaching Natural Science through competences in a primary CLIL classroom presents undeniable challenges—particularly in relation to language demands, assessment practices, and parental understanding. However, as shown in Spanish classrooms, when competences are intentionally integrated into lesson planning, instruction, and assessment, bilingual science teaching becomes a powerful opportunity for meaningful learning. Through appropriate scaffolding, age-appropriate assessment, and clear communication with families, teachers can help students develop both scientific knowledge and essential life competences—preparing them to apply learning beyond the classroom.
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