Statements Correct answers
1. Fernando the Catholic was the king of Aragón
True 2. Christopher Columbus was looking
for a way to the east by the west
True
(continued)
Statements Correct answers 3. Boabdil surrendered Córdoba to the
Catholic monarchs
False. Boabdil surrendered Granada to the Catholic monarchs
4. Protestantism emerged in Spain False: Protestantism emerged in the Germanic region
5. The baroque followed the classical models of Greek and Roman
False: The renaissance followed the classical models of Greek and Roman
6. After the war of succession, the
Austrians started to rule in Spain False: After the war of succession, the bourbons started to rule in Spain 7. Napoleon invaded Spain in 1808 True
8. Franco lost the Spanish civil war False: Franco won the Spanish civil war 9. The current system of government
in Spain is a republic False: The current system of government in Spain is a parliamentarian monarchy 10. Portugal is not a member of the
European Union
False: Portugal is a member of the EU
References
Banegas, D. L. (2012). Integrating content and language in English language teach- ing in secondary education: Models, benefits and challenges. Studies in Second language Learning and Teaching, 2(1), 111–136.
Braudel, F. (1980). History of civilizations. Chicago: The University of Chicago Press.
Cercadillo, L. (2006). “Maybe they haven’t decided yet what is right”: English and Spanish perspectives on teaching historical significance. Teaching History, 125, 6–9.
Cercadillo, L. (2015). Teachers teaching history in Spain: Aims, perceptions, and practice on second-order concepts. Joined-Up History, 1, 93–114.
Coffin, C. (2006). Historical discourse: The language of time, cause and evaluation.
London: Continuum.
Costa, A., Calabria, M., & Baus, C. (2019). Cross-talk between language and execu- tive control. In J. W. Schwieter (Ed.), The handbook of the neuroscience of multilin- gualism (pp. 447–466). Cleveland, OH: Wiley.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge, UK: Cambridge University Press.
Cummins, J. (1984). Bilingualism and special education: Issues in assessment and peda- gogy. Clevedon, UK: Multilingual Matters.
Dalton-Puffer, C. (2013). A construct of cognitive discourse functions for conceptu- alizing content-language integration in CLIL and multilingual education.
European Journal of Applied Linguistics, 1(2), 1–38.
Dalton-Puffer, C., & Bauer-Marschallinger, S. (2019). Cognitive discourse functions meet historical competences: Towards an integrated pedagogy in CLIL history
(continued)
education. Journal of Immersion and Content-Based Language Education, 7(1), 30–60.
De Oliveira, L. C. (2011). Knowing and writing school history. The language of students’
expository writing and teachers’ expectations. Charlotte, NC: Information Age Publishing.
Del Pozo, E. (2016). Learning history and English through drama and the CLIL approach. Pulso, 39, 125–139.
Del Pozo, E. (2019). CLIL in the secondary classrooms: History contents on the move. In K. Tsuchiya & M. D. Pérez-Murillo (Eds.), Content and language inte- grated learning in Spanish and Japanese contexts: Policy, practice and pedagogy (pp. 125–152). Cham, Switzerland: Palgrave.
Febvre, L. (1953). Combats pour l’histoire. Paris: Librairie Armand Colin.
Gómez, C. J., & Sáiz, J. (2017). Narrative inquiry and historical skills: A study in teacher training. Revista Electrónica de Investigación Educativa, 19(4), 19–32.
Greene, S. (1994). The problems of learning to think like a historian: Writing history in the culture of the classroom. Educational Psychologist, 29(2), 89–96.
Halliday, M. A. K., & Matthiessen, C. (2014). An introduction to functional grammar.
London: Routledge.
Jameau, A., & Le Henaff, C. (2018). Content and language integrated learning (CLIL) teaching in science: A didactic analysis of a case study. Review of Science, Mathematics and ICT Education, 12(2), 21–40.
Jäppinen, A. K. (2005). Thinking and content learning of mathematics and science as cognitional development in content and language integrated learning (CLIL):
Teaching through a foreign language in Finland. Language and Education, 19(2), 147–168.
Llinares, A., & Dafouz, E. (2010). Content and language integrated programmes in the Madrid region: Overview and research findings. In Y. R. de Zarobe &
D. Lasagabster (Eds.), CLIL in Spain: Implementation, results and teacher training (pp. 95–114). Newcastle, UK: Cambridge Scholars Publishing.
Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge, UK: Cambridge University Press.
Llinares, A., & Whittaker, R. (2010). Writing and speaking in the history class. In C. Dalton-Puffer, T. Nikula, & U. Smit (Eds.), Language use and language learning in CLIL classrooms (AILA applied linguistic series) (pp. 125–144). Amsterdam/
Philadelphia: John Benjamins.
Lorenzo, F. (2016). Historical literacy in bilingual settings: Cognitive academic lan- guage in CLIL history narratives. Linguistics and Education, 37(1), 32–41.
May, T. (2011). Social research. Issues, methods and processes. Berkshire, UK: McGraw- Hill Open University Press.
Méndez-García, M. C. (2013). The intercultural turn brought about by the imple- mentation of CLIL programmes in Spanish monolingual areas: A case study of Andalusian primary and secondary schools. Language Learning Journal, 41(3), 268–283.
Pendry, A., Husbands, C., Arthur, J., & Davison, J. (1998). History teachers in the making: Professional learning. Buckingham, UK: Open University Press.
Piacentini, V., Simões, A. R., & Marques Vieira, R. (2017). The language focus of science education integrated with English learning. Enseñanza de las Ciencias:
Revista de Investigación y Experiencias didácticas, Extra, 399–404.
Prats, J. (2002). Enseñar historia: Notas para una didáctica renovadora. Mérida, Mexico: Junta de Extremadura.
Romanowski, P. (2018). Early bilingual education in a monolingual environment.
Showcasing Polish families. Complutense Journal of English Studies, 26(2), 143–164.
Schleppegrell, M. J. (2004). The language of schooling. A functional linguistic perspec- tive. Mahwah, NJ: Lawrence Erlbaum Associates.
Seixas, P., & Morton, T. (2013). The big six historical thinking concepts. Toronto, ON:
Nelson College.
Spoehr, K. T., & Spoehr, L. W. (1994). Learning to think historically. Educational Psychologist, 29(2), 71–77.
Sudhoff, J. (2010). CLIL and intercultural communicative competence: Foundations and approaches towards a fusion. International CLIL Research Journal, 1(3), 30–38.
Tedick, D. J., & Wesely, P. M. (2015). A review of research on content-based foreign/
second language education in US K-12 contexts. Language, Culture and Curriculum, 28(1), 25–40.
Ting, T. (2011). Towards brain-compatible science-education. In D. Marsh &
O. Meyer (Eds.), Quality interfaces: Examining evidence and exploring solutions in CLIL (pp. 12–26). Eichstaett, Germany: Eichstaett Academic Press.
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2021 63 C. Hemmi, D. L. Banegas (eds.), International Perspectives on CLIL, International Perspectives on English Language Teaching, https://doi.org/10.1007/978-3-030-70095-9_4