CLIL (Content and Language Integrated Learning) was introduced in the Italian school system in 2003 through a Reform Law, which made it mandatory for upper secondary schools. This paper is aimed at describing the most important steps of this innovation, with the relevant implications for policymakers, teachers and students. Italy's CLIL mandate is conceptualized as a national language education policy within the larger European plurilingualism discourse, which represents the background of this paper. After a brief overview of the main conceptual frameworks and of CLIL provision in Europe, the paper will try to describe the current status of CLIL in Italy considering the Italian educational system according to the latest legislation. Reference to the national CLIL teacher profile and to the national teacher training action will be taken. Some pilot projects involving school networks will be also mentioned. Particular attention will be devoted to CLIL implementation in "licei linguistici", the Italian upper secondary school that is most oriented to foreign languages. Finally, some future challenges will be highlighted. Keywords: CLIL in ResumenEl enfoque AICLE se introdujo en el sistema escolar italiano en 2003 a través de una reforma que estableció su aplicación obligatoria en las escuelas de enseñan-za secundaria superior. Este documento tiene por objeto describir las etapas más importantes de esta innovación, resaltando las implicaciones más relevantes para docentes, alumnos y aquellos agentes responsables de la formulación de políticas. La misión del enfoque AICLE en Italia se puede conceptualizar como una política lingüística nacional dentro del ámbito del discurso del plurilingüismo europeo, lo que representa el trasfondo de este estudio. Después de una breve introducción a los principales marcos conceptuales y a la provisión de AICLE en Europa, el documento intenta describir el estado actual del enfoque en Italia, teniendo en cuenta el sistema educativo italiano según la legislación más reciente. Se hace referencia al perfil docente nacional del AICLE y a las acciones de formación docente a nivel nacional. Además, se mencionan algunos proyectos piloto que han involucrado redes de escuelas. Luego, se da especial atención a la implementación del enfoque AICLE en los "Licei Linguistici", las escuelas secundarias superiores italianas con orientación más amplia a las lenguas extranjeras. Finalmente, se destacan algunos desafíos para el futuro.Palabras clave: AICLE en Italia; reforma de la escuela italiana; perfil del docente AICLE; formación docente AICLE; proyectos AICLE. 376 AICLE/CLIL na Itália: uma perspectiva geral ResumoA abordagem AICLE/CLIL foi introduzida no sistema escolar italiano em 2003 por meio de uma reforma que estabeleceu sua aplicação obrigatória nos colégios de ensino médio. Este documento tem como objetivo descrever as etapas mais importantes dessa inovação e ressaltar as implicações mais relevantes para docentes, estudantes e aqueles agentes responsáveis pela formulação de políticas...

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The currency of intercultural education has risen worldwide in response to increased diversity within societies resulting from migration and global flows of populations. As intercultural education becomes a core responsibility of schooling, the attention to fostering students' cultural awareness grows even faster. The school and all the educational agencies must find the most suitable tools to adequately address the complex multiculturalism of the third millennium to promote the students' ability to understand one another across and beyond all types of cultural barriers. How can we, as teachers and educators, stimulate reflexivity about cultural identities and intercultural relations? How can we foster interaction, dialogue, mutual recognition, and enrichment of any individual, in respect of the different identities of the other? This chapter offers a reflexive analysis of the efficacy of using frameworks and autobiographical narratives for enhancing students' intercultural awareness.

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The focus of this report is the link between CLIL (Content and Language Integrated Learning) and CALL (Computer-Assisted Language Learning), and in particular, the added value technologies can bring to the learning/ teaching of a foreign language and to the delivery of subject content through a foreign language. An example of a free online global training initiative on these topics will be described: "Techno-CLIL for EVO 2016". An overview of the course will be offered, detailing some of the asynchronous and synchronous activities proposed during the five-week training experience which registered about 5000 participants from all over the world. Special attention will be devoted to the feedback from the teachers on how this experience helped their professional growth as reflective practitioners.