'Children's Literature and Plurilingualism in a Teacher Training Programme. A CLIL Approach Focusing on Didactics (FoD)'

CLIL has become a mainstream pedagogical approach at all educational levels, from Primary and Secondary Education to University. Up to now, most challenges have been addressed from the linguistic (Focus on Form, FoF) and conceptual (Focus on Meaning, FoM) perspectives, either separately or, increasingly, combined. Surprisingly, Didactics are seldom considered. Therefore, in this article some of these challenges, such as mixed-ability contexts, student anxiety, and an informed use of the students' linguistic repertoire, are explored by focusing on Didactics (FoD) to suggest informed pedagogical solutions. Three pedagogical proposals are put forward to promote efficient CLIL teaching: a visible and interactive combination of cognitive, metacognitive and socio-affective learning strategies, collaborative and distributed learning, and the Integrating Plurilingual Approach (IPA). The proposals are illustrated with examples from a module that has been implemented for over 8 years in a Teacher Training context (FPCEE, Blanquerna, Barcelona, Spain)