La atención a los principios de AICLE en libros de texto de Natural Sciences

Álvaro Herrera-Sánchez; Francisco Javier Sanz-Trigueros; Mariam Gevorgyan-Grigoryan

doi:10.31637/epsir-2026-2656

Authors

Álvaro Herrera-Sánchez Universidad de Valladolid https://orcid.org/0009-0003-7199-8437
Francisco Javier Sanz-Trigueros Universidad de Valladolid https://orcid.org/0000-0001-5740-7002
Mariam Gevorgyan-Grigoryan Universidad de Valladolid https://orcid.org/0009-0000-5288-1581

DOI:

https://doi.org/10.31637/epsir-2026-2656

Keywords:

CLIL, CLIL materials, CLIL principles, primary education, bilingual teaching, natural sciences, textbooks, content analysis

Abstract

Introduction: This paper deals with the problem of effectively integrating CLIL principles in Natural Sciences, a subject taught through English in bilingual schools. To explore that integration, we map the coverage of the four CLIL principles (Content, Communication, Cognition and Culture) across the textbooks of Primary Education. Methodology: With this objective in mind, the study is based on the qualitative research paradigm, from which we adopt a descriptive-interpretative and comparative-relational approach. Using a categorical reference system, we employ explicit content analysis to process data from a documentary sample of twelve Natural Sciences textbooks from two different publishers. Results: The results reveal an uneven focus on the four CLIL principles in Natural Sciences textbooks, with the lowest scores found in Culture and Communication. Discussion: The findings align with analogous research, particularly with regard to the Culture principle. Conclusions: We emphasise the need to ensure the effective integration of CLIL principles in textbooks of Natural Sciences, as well as the importance of developing an intercultural scientific competence.

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Author Biographies

Álvaro Herrera-Sánchez, Universidad de Valladolid

He holds a bachelor’s degree in Elementary Education with a specialization in Foreign Languages (English) from the University of Valladolid and a master’s degree in Applied Educational Research. He is currently a doctoral candidate in the Doctoral Program in Transdisciplinary Research in Education at the University of Valladolid, focusing on teacher training. His research focuses on school materials commonly used in schools with bilingual education programs.

Francisco Javier Sanz-Trigueros, Universidad de Valladolid

He holds a Ph.D. from the University of Valladolid and serves as an Assistant Professor in the Department of Language and Literature Education at that same university. He teaches in the undergraduate and graduate programs of the School of Education and Social Work and coordinates the Foreign Languages track within the Master’s program in teacher education. His research focuses on the professional development of foreign language teachers and the factors influencing the quality of bilingual and multilingual education. He has over 35 publications in specialized journals; he has delivered numerous lectures and is a member of the GIR Q-ESE research group at the University of Valladolid.

Mariam Gevorgyan-Grigoryan, Universidad de Valladolid

She holds a bachelor’s degree in English Studies and a master’s degree in Teaching for Compulsory Secondary Education, High School, Vocational Training, and Language Instruction from the University of Valladolid. She is currently a doctoral student in the Doctoral Program in Transdisciplinary Research in Education at the University of Valladolid, focusing on teacher education. She balances her studies with work as an English teacher in compulsory secondary education and, on a temporary basis, as a substitute instructor in the Department of Language and Literature Didactics at the University of Valladolid. Her research focuses on factors influencing teaching quality in bilingual education.

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