Geohistorical, didactic, and linguistic competencies learning through a bilingual (Spanish/English) fieldtrip project with teachers in training

Keywords: didactic itinerary, bilingualism, competencies learning, geography, history, higher education, innovative project


This research is predicated on the hypothesis that a fieldtrip project adhering to a CLIL (Content and Language Integrated Learning) philosophy can be effective in promoting learning of both social and linguistic competencies. The main objective was to evaluate the didactic efficacy of a bilingual urban itinerary with teachers in training (from bilingual and non-bilingual groups) to develop geohistorical, didactic and linguistic competencies. Procedural and consolidated learning was assessed, via a dossier of activities and a statistically validated pretest-posttest. High development values were obtained in procedural tasks (average = 8.8/10), as well as a high increase in consolidated acquisition (average = +24.5% students). The greatest growth was observed in language skills (+ 26.4%). The assessed knowledge after the itinerary was significantly higher than before, for all competencies. However, there was no statistically significant difference between students belonging to bilingual or monolingual groups. Students positively valued these results. It is concluded that a local didactic fieldtrip is an effective CLIL strategy to develop social and linguistic competencies, and yet it is rarely discussed in the scientific literature and curricula.

Received: 3 March 2021
Accepted: 5 October 2021


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Author Biographies

Carlos Martínez-Hernández, Complutense University of Madrid, Spain

Doctor in Geography and he works as PhD Assistant Lecturer in Didactics of Social Sciences in the Faculty of Education – Teacher Training Centre, Complutense University of Madrid, Rector Royo Villanova Street, 1, 28040 Madrid, Spain. He has experience in research and teaching of Environmental Sciences, Geography and Didactics of Social Sciences (land uses, teacher training, didactic fieldtrips, GIS in education, tourism teaching). He has carried his teaching and research career in the Universities of Murcia, ISEN Cartagena and Complutense of Madrid. He has also worked as a researcher in the Universities of Málaga and Amsterdam.

Sara Albaladejo-Albaladejo, University of Murcia, Spain

Associate Lecturer in the Faculty of Education, University of Murcia, Espinardo Campus, 30100 Murcia, Spain. She has experience of several years of teaching at university level and conducting research as a master’s and PhD Student. Her principle fields of research are English as a foreign language, teacher training, and pronunciation teaching and learning


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How to Cite
Martínez-Hernández, Carlos, and Sara Albaladejo-Albaladejo. 2021. “Geohistorical, Didactic, and Linguistic Competencies Learning through a Bilingual (Spanish/English) Fieldtrip Project With Teachers in Training”. Tuning Journal for Higher Education 9 (1), 65-102.