Background: Classroom-based research in second language acquisition (SLA) has focused in the last decade on the pedagogical implications concerning the mental representation of language but has not considered the didactic training of pre-service teachers. Empirical analyses have been concerned almost exclusively with the linguistic development of foreign language learners, who do not receive specific training to become language teachers. Purpose: Due to the lack of literature regarding simultaneous linguistic and didactic training with pre-service foreign language teachers, this exploratory classroom-based research analyses a case of linguistic and didactic dual training for pre-service primary education teachers of German in Spain, both when being trained to work as foreign language teachers, or as CLIL (Content and Language Integrated Learning) teachers. The objective is to assess the effectiveness of the dual training by measuring the degree of the pre-service teachers’ (N=4) willingness to communicate (WTC) before and after each practice session (N=14). This is a mixed-methods research where data were collected through (i) a questionnaire answered by the pre-service teachers and (ii) the lecturer’s linguistic and didactic excursuses. Results: The results show a high degree of WTC among the pre-service teachers, mainly as result of the Instructed Foreign Language Acquisition (IFLA)-based teaching practice model implemented, including linguistic training in German and didactic training (e.g., excursuses) in Spanish (L1). Factors like grouping increase the pre-service teachers’ WTC, while factors like talking to someone they know little about decrease it. However, personal traits need to be considered when it comes to WTC, even with individuals who share similar language proficiency.Implication: The innovation of this teacher training methodology lies in the coordinated combination of linguistic (i.e., IFLA-based teaching model) and didactic training. IFLA-based teaching practices are evaluated positively by the pre-service teachers in terms of linguistic and didactic training and WTC. Final recommendations are suggested about teaching methodology.

中文翻译：

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西班牙外语/CLIL 职前小学教育教师的语言教学双元培训

背景：在过去十年中，基于课堂的第二语言习得 (SLA) 研究主要关注语言心理表征的教学意义，但并未考虑对职前教师的教学培训。实证分析几乎完全关注外语学习者的语言发展，他们没有接受过专门培训成为语言教师。目的：由于缺乏与职前外语教师同时进行语言和教学培训的文献，本探索性课堂研究分析了西班牙对德语职前小学教育教师进行语言和教学双重培训的案例。在接受外语教师培训时，或作为 CLIL（内容和语言综合学习）教师。目的是通过在每次练习之前和之后（N = 14）测量职前教师（N = 4）的沟通意愿（WTC）程度来评估双重培训的有效性。这是一项混合方法研究，其中数据是通过 (i) 职前教师回答的问卷和 (ii) 讲师的语言和教学附言收集的。结果：结果显示，职前教师的 WTC 程度较高，主要是由于实施了基于指导外语习得 (IFLA) 的教学实践模式，包括德语的语言培训和教学培训（例如，课外活动）。西班牙语（L1）。分组等因素增加了职前教师的WTC，而与他们知之甚少的人交谈等因素会减少这种情况。然而，在谈到 WTC 时，需要考虑个人特征，即使是语言水平相近的人也是如此。 启示：这种教师培训方法的创新在于语言（即基于 IFLA 的教学模式）和教学的协调结合训练。职前教师在语言和教学培训以及 WTC 方面对基于 IFLA 的教学实践进行了积极评价。就教学方法提出了最终建议。基于国际图联的教学模式）和教学培训。职前教师在语言和教学培训以及 WTC 方面对基于 IFLA 的教学实践进行了积极评价。就教学方法提出了最终建议。基于国际图联的教学模式）和教学培训。职前教师在语言和教学培训以及 WTC 方面对基于 IFLA 的教学实践进行了积极评价。就教学方法提出了最终建议。