CLIL keeps on gaining ground in the European educational context, one clear example is Spain, where the number of schools adopting this methodology has kept growing exponentially in recent years. The present study has a dual perspective looking at the motivation of students towards English and CLIL and showing students' receptive vocabulary outcomes. All students (n=403) enrolled in secondary education in a bilingual school fulfilled a questionnaire and completed two receptive vocabulary level tests (VLT 2k and 3k bands). The findings of the study report on all learners' opinions and it also correlates vocabulary outcomes from students of the last year of compulsory education (16 years old) with their motivation towards English. Once we analysed the questionnaire and the 2k and 3k versions of the VLT, we concluded that the CLIL group scored higher in receptive vocabulary tests due to their higher motivation, albeit differences were not found statistically significant (Kolmogorov-Smirnov-Lilliefors, Shapiro-Wilk, and Mann-Whitney tests). We attribute this lack of statistical significance to the irregular CLIL implementation in the school and the short experience of the school with this methodology.Key words: CLIL; receptive vocabulary; attitudes; motivation. Analysing a Whole CLIL School: Students' Attitudes, Motivation, and Receptive Vocabulary Outcomes Analizando toda una escuela AICLE: actitudes, motivación y resultados en el vocabulario receptivo de los estudiantes ResumenEl enfoque AICLE sigue tomando fuerza en el contexto educativo europeo. Un claro ejemplo es España, en donde el número de escuelas que adoptan esta metodología ha crecido de forma exponencial en los últimos años. El presente estudio adopta una perspectiva dual en tanto analiza la motivación de los estudiantes frente al inglés y al enfoque AICLE, y a la vez muestra los resultados de los estudiantes en cuanto a su vocabulario receptivo. Todos los estudiantes (n = 403) matriculados en una escuela bilingüe secundaria completaron un cuestionario y desarrollaron dos exámenes de vocabulario receptivo (VLT Bandas 2k y 3k). Los resultados del estudio dan cuenta de las opiniones de todos los estudiantes y correlacionan los resultados de vocabulario de los estudiantes de último año de educación obligatoria (16 años) con su motivación hacia el inglés. Una vez se analizaron el cuestionario y las versiones de la prueba VLT, se concluyó que el grupo AICLE tuvo resultados más altos en las pruebas de vocabulario receptivo debido a su alta motivación, aunque no se encontraron diferencias significativas estadísticamente (pruebas de Kolmogorov-Smirnov-Lilliefors, Shapiro-Wilk, y Mann-Whitney). Atribuimos esta falta de significación estadística a la implementación irregular del enfoque AICLE en la escuela y la corta experiencia de la escuela con esta metodología.

The Middle Triassic reptile tracksite of Los Arroturos (Guadalajara, Spain) provides a high scientific and didactic interest. In this site, numerous tracks and trackways of rauisuchian archosaurs are preserved, being an especially characteristic site in the Triassic of Spain. The tracksite is very useful for developing educational goals, such as fieldtrips and teaching activities. In this work, some fieldtrips have been carried out for students of primary and secondary school levels. These type of activities offer a great opportunity to promote interest in geosciences and improve awareness about the importance of palaeontological heritage. Nevertheless, this tracksite is extremely vulnerable, and suffers from continuous degradation caused by weathering. The plan to develop it as an educational site relies on its survival; however, if no adequate protection is provided, the tracks will quickly be completely deteriorated. It is necessary to take urgent measures to protect this site. The surrounding area offers an outstanding cultural heritage and it would be interesting to publicise this tracksite as well as using this publicity to promote its protection.

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