This paper presents a research study into CLIL in secondary education in the area of Castellón in the Valencian Community, Spain. Our first objective of this work involves defining whether some content subjects in some secondary schools of the area are being delivered using English as the vehicular language or not. Secondly, the study also pursues to detect the attitudes and background of the English and the content teachers of those centres in relation to CLIL by means of two types of CLIL questionnaires. Results show that even though CLIL has not been introduced officially in any of these secondary schools, some of the teachers have already applied it in specific modules of nursery and primary education. English and content teachers show a positive attitude towards the effects that CLIL could have on their students, and they are eager to cooperate in its implementation.Este trabajo presenta un estudio de investigación sobre el enfoque AICLE en la educación secundaria en el área de Castellón en la Comunidad Valenciana, España. Nuestro primer objetivo consiste en definir si algunas asignaturas de contenido en algunas escuelas secundarias de la zona están utilizando el inglés como lengua vehicular o no. En segundo lugar, el estudio también persigue detectar las actitudes y los antecedentes tanto de los profesores de Inglés y como de los de contenido de esos centros en relación con el enfoque AICLE, por medio de dos tipos de cuestionarios. Los resultados muestran que, a pesar de que AICLE no ha sido introducido oficialmente en estos centros de enseñanza secundaria, algunos de los profesores ya lo han aplicado en algunos módulos específicos de educación infantil y primaria. Tanto los profesores de Inglés y como los profesores de asignaturas de contenido muestran una actitud positiva hacia los efectos que podría tener el enfoque AICLE sobre sus alumnos, y están dispuestos a cooperar en su implementación.

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In Spain, the educational system is focused on traditional teacher-centred methods. Nevertheless, this traditional approach does not engage students anymore. Prensky (2001) claims that students have changed and our educational system was not designed to teach today's students. Today's students are digital natives, they were born into the digital world and they have spent their entire lives using technology. Therefore, taking this into account is paramount to capture the students' interest in class. This work has been designed to integrate the use of ICT in a Spanish high school where traditional approach is the predominant methodology amongst teachers. The didactic unit designed and described in this paper has been implemented in a third year of Compulsory Secondary Education with the objective of combining a traditional approach with a task-based approach. This didactic unit includes the use of ICT in a wide variety of activities in order to deal with diversity awareness and to cope with the different learning styles students may have.Results indicate that the use of ICT is highly motivating for the students, that students perform better on the tasks which imply the use of computers opposed to the use of traditional materials and that they are willing to work in collaborative groups.

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