摘要：The present article focuses on the opinions, perceptions and attitudes of a group of students (N=23) taking the CLIL itinerary on their Infant Teacher Training Degrees. Our main objective was to reflect upon how students are experiencing this specific training based on the ‘loop input’ theory (Woodward, 1986 and 1988), thus making trainees experience what they will later put into practice in their classrooms. Information was gathered using a questionnaire and areas targeted were their perception of second language development, their training in CLIL provision as a teaching tool, and their opinions about the bilingual itinerary, including on an affective level. Results show students do perceive an added value in their studies, are generally capable of identifying CLIL elements in the classroom, and claim to have improved their English communicative competence. This piece of research aims to contribute to assessing and improving the implementation of similar studies on training through CLIL in Higher Education.
