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Students’ extramural digital practices and CLIL language learning in minorised language settings.(The Language Learning Journal, 2026) Segura Mollà, Marta; Neville, Craig; Bárcena-Toyos, Patricia; O'Connor, HillaryContent and Language Integrated Learning (CLIL) has demonstrated strong potential for supporting learners’ language development. Moreover, research indicates that both language and content learning in CLIL can also be enhanced beyond the classroom through the use of digital tools. However, learners in bilingual or minorised language contexts may face challenges due to limited options to digital tools in their minorised languages, compared to more dominant ones. This study explores how CLIL learners in minorised language contexts use digital tools to develop their CLIL languages, and compares their practices with CLIL learners of majority languages across Europe. Drawing on data from the CLILNetLE Cost Action (CA21114), the study focuses on participants from Ireland (n = 124) and Catalonia (n = 149), two bilingual regions with minorised languages (Irish-English; Catalan-Spanish), along with foreign languages such as English. Results showed that students frequently engaged in digital extramural activities in their CLIL languages (Irish in Ireland; English in Catalonia). Irish students valued digital academic tools and resources for CLIL language development more than the European and Catalan students, who prioritised social activities. This study highlights the critical role of digital tools in supporting minorised language learners in CLIL contexts to foster equitable access and engagement in such learning environments.- Restringido
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Inside and outside the CLIL classroom: teachers’ underestimation of students’ digital and AI-mediated practices(Language and Education, 2026) Bárcena-Toyos, Patricia; Botezat, Onorina; Ağmaz, Rahime Filiz; Kovacikova, ElenaStudents increasingly participate in digital and AI-mediated activities outside school, accessing knowledge through multiple languages. However, CLIL (Content and Language Integrated Learning) pedagogy has not fully conceptualized how these practices may contribute to developing bi-/multilingual disciplinary literacies (BMDLs). This study examines the alignment between CLIL teachers’ perceptions and students’ self-reported use of extramural digital and AI-mediated tools. Data were collected through two large-scale surveys across Europe (teachers, n = 578; students aged 9–21, n = 4,229) and statistical analyses (Z-tests and Welch’s t-tests) were used to compare reported frequencies of technology use in the CLIL language across contexts. Results reveal a systematic and statistically significant underestimation by teachers of students’ digital and AI-related engagement. While students report extensive use of digital and AI-mediated practices outside school, teachers’ classroom use remains largely limited to presentation-oriented technologies. These findings suggest that CLIL practice still appears to emphasize functional uses of technology, with limited attention to its epistemic role in supporting disciplinary meaning-making. The study contributes to ongoing debates on digital and AI-mediated activity in CLIL by positioning learners’ extramural digital practices as potential sites for BMDL development and highlighting the need for teacher education that connects students’ digital lives with content and language learning. 
Acceso AbiertoItem type: Trabajo fin de Máster o TFM , Agregar a mi lista
Taller de robótica para mejorar la estructuración morfosintáctica en la discapacidad intelectual leve en Primaria(2026-06-16) Martínez-González, Marina; Camacho Lazarraga, PabloEl presente Trabajo de Fin de Máster tiene como objetivo principal diseñar una propuesta pedagógica innovadora basada en la robótica educativa y el pensamiento computacional para mejorar la estructuración morfosintáctica y reducir las barreras al aprendizaje derivadas de la discapacidad intelectual leve en el alumnado de educación primaria. Para conseguirlo, se ha diseñado un taller como parte de las estaciones de aprendizaje de la clase que toma como fundamentos teóricos el construccionismo y los principios del Diseño Universal para el Aprendizaje. Se emplea una metodología activa, de aprendizaje cooperativo y manipulativo, organizada en docencia compartida. Consta de diez sesiones que emplean el robot de suelo Tale-Bot. De esta forma, los contenidos lingüísticos, que suelen ser abstractos, se concretan en movimientos sobre un tapete, pues el robot actúa como una ayuda externa que facilita la planificación de oraciones y mejora su estructura (sujeto-verbo-complemento), así como las habilidades de expresión, las funciones ejecutivas y la tolerancia al error. Con este trabajo se concluye que la robótica educativa puede aplicarse desde un enfoque inclusivo y que va más allá de la alfabetización tecnológica: se convierte en una herramienta de apoyo muy útil. Gracias a ella, el alumnado con discapacidad intelectual puede organizar mejor su pensamiento, potenciar sus habilidades comunicativas y participar en igualdad de condiciones en el aula.
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