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CLIL has gained prominence in the field of Second Language teachingin Spain due to the complex challenges the educational system has to face. In Madrid,amongst other training schemes, Secondary school teachers can attend English languagecourses at Madrid public universities in order to improve their level of English to passthe obligatory exam, which qualifies them to teach in the regional governments CLILproject. Although CLIL has been placed at the centre of the intellectual debate, littleattention has been given to the study of this linguistic training phase. This paper aimsto contribute to fill this gap by examining the training programme at Alcala Universityhoping to revise the perceptions of the agents involved in this type of courses forbilingual teachers.

How do we teach our CLIL teachers? A case study from Alcalá University