(Johnson, 2014). Third, CLIL means a greater workload, due in part to shortage of materials. Finally, the attitude of school administrator towards some of the implications of CLIL programs, such as selecting only best students for a bilingual section in a school or the reluctance of head teachers who do not feel personally well equipped to support teachers. For our project, elements two and three come to the fore. The requisites for teaching RE in Spain are higher in number than for any other position in a school. Teacher in the Primary Stage only need to be in possession of a Primary Education Degree, and that is all; you can be hired. But when it comes to RE, you need two more requirements: DEI or DECA (a certificate issued by the Spanish Conference of Bishops that guarantees a certain degree of religious education and pedagogic aptitudes) and the mission canonica –at least it is required in Madrid-, issued by the bishop of the Diocese were you are going to teach. But when it comes to Secondary stage, it’s even harder. Besides a University Degree, you will need a Master’s Degree as Teacher for Secondary School (formerly, it was easier with CAP), plus DEI or DECA for Secondary Stage and mission canonica. DEI/DECA for Secondary stage is quite hard to get, as some Theological Studies have to be completed. If it is hard to find teachers of RE (the shortage of then will be clearly notices in the following years, especially in the Secondary stage), when a CLIL program in Madrid is to be implemented, teacher involved in it need a C1 level of English, whilst in mot of the rest of autonomous regions in Spain B2 is enough to teach content in English. Our second barrier is shortage of materials. Almost every publishing house oriented to the school market (Santillana, Oxford, SM, Edelvives, Casals…) has produced textbooks for Science, Arts and Crafts, Music and, in some cases, Physical Education. No one for RE, so far; and no off-the-shelf material can be found in our country. For other subjects, cooperation among teachers is of great help. In our case, it’s harder to do so. There is no need to reinvent the wheel, but materials for RE are quite different to those used in Science, Music or Arts. Probably, and this is a personal opinion, collaboration and material sharing with the English teacher would be easier.
3.1 Which are the most appropriate years? As stated above, RE is confined to Catholic Schools if we want it to be taught in English and granting same opportunities for all. But supposing we have the resources, which is the best moment for implanting a CLIL program with RE? The usual year for receiving the First Holy Communion in Catholic Schools is the fourth of the Primary Stage, i.e., at the end of the second cycle. It is necessary for the students to learn all RE contents in Spanish for this reason and wouldn't help initiating a CLIL approach at this stage of their studies. Later during the third cycle no Sacrament preparation is ahead and the moment comes for the introduction of the vocabulary and content in L2, using all their previous knowledge. Basics in RE
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