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This article presents a comparative study of the linguistic characteristics of some materials used to teach English as a foreign language, and Geography and History through English in a Content and Language Integrated Learning (CLIL) experience in the Basque Country with students aged 11–13. This paper analyzes and compares the contents of current textbooks using Coh-Metrix and AzterTest, which calculate stylistic and linguistic metrics regarding lexical and grammatical complexity, readability and coherence. Finally, the study suggests that there are significant differences mainly in vocabulary level, narrativity and cohesion, it identifies the potential difficulties of CLIL texts and offers advice on how to overcome them. Raising awareness of the complexity of some texts used in CLIL can provide a starting point for pedagogical adaptations and contribute to optimizing learning. [ABSTRACT FROM AUTHOR]

Juan Maria de Eguren, inspector of education, published a series of works between 1867 and 1876 aimed at solving the problem of ignorance of the Spanish in the classrooms of the País Vasco. Eguren's ideas were developped in his Método práctico para enseñar el castellano en las escuelas vascongadas (Vitoria, Seminario Católico Vasco-Navarro, 1867), a book which, besides a thematic vocabulary or nomenclature, a few exercises of decline and of verbal flexion and a few practices of translation, includes a prologue and a "Procedimiento que conviene seguir en las escuelas vascongadas para enseñar el castellano a los niños, y uso que al efecto debe hacerse de este libro" (pages XI-XXIV). An analysis of the vocabularies and a study of the historical and lexicographical context in which they were designed and composed is presented in this article. [ABSTRACT FROM AUTHOR]