COMPATIBILIDAD DE LAS RUTINAS DE PENSAMIENTO CON EL APRENDIZAJE INTEGRADO DE CONTENIDOS Y LENGUA EXTRANJERA (AICLE): UN ESTUDIO EXPLORATORIO.

This paper presents provides an initial assessment of the benefits that can be obtained by applying thinking routines (Project Zero, Harvard University) in contexts of Content and Language Integrated Learning (CLIL), an approach to bilingual education that is now commonplace in Europe and that is gaining ground in other continents. The first part of the study provides a discussion of the theoretical compatibility of visible thinking -the larger conceptual framework which supports the routines- and CLIL, which has the student's cognitive engagement as one of its central methodological principles. In turn, the second part presents the result of a systematic application of the 7 introductory or core routines with preservice teacher trainees in Madrid (Spain) studying a university CLIL program, as well as some experiences of these routines with Elementary education students in three schools of the region. All these experiences attest to the significant benefits of using thinking routines in bilingual instruction, especially in what regards a greater student involvement than alternative practices, on the one hand, and the ability to provide extensive oral practice in question forming. However, a number of their limitations is also discussed, specifically in relation to their cognitive quality as well as their ability to generate situations of authentic communication in L2. Based on these preliminary findings, specific questions for future studies are proposed. [ABSTRACT FROM AUTHOR]