Loss in insight is a major feature of frontotemporal dementia (FTD) but has been investigated relatively little. More importantly, the neural basis of insight loss is still poorly understood. The current study investigated insight deficit profiles across a large cohort of neurodegenerative patients (n = 81), including FTD and Alzheimer's disease (AD) patients. We employed a novel insight questionnaire, which tapped into changes across different domains: social interaction, emotion, diagnosis/treatment, language, and motivation. FTD subtypes varied considerably for insight loss, with the behavioral variant worst and the progressive non-fluent variant least affected. All other subtypes and AD showed milder but consistent insight loss. Voxel-based morphometry analysis revealed that overall insight loss correlated with ventromedial and frontopolar prefrontal atrophy, with exception of social interaction and emotion insight loss, which additionally correlated with lateral temporal and amygdala atrophy, respectively. Our results show that patients with neurodegenerative conditions show variable loss of insight, with ventromedial and frontopolar cortex regions appearing to be particularly important for insight.

Le Cadre européen pour la formation des enseignants à l’EMILE (Enseignement d’une matière par l’intégration d’une langue étrangère) met en relief les compétences nécessaires pour l’enseignement d’une discipline en langue seconde ou étrangère. Le Cadre, publié en 2011 suite à une enquête sur les besoins didactiques des enseignants dans ce contexte, propose une liste de compétences professionnelles cibles à développer chez l’enseignant – du primaire, du secondaire et du cycle supérieur – en formation. Nous focalisons l’attention sur la place de l’éthique dans ce document, la dimension éthique de cette profession étant une question de plus en plus centrale au sein de la formation des enseignants de langues. Nous nous proposons de repérer les traces fondamentales du développement de cette composante dans l’enseignement d’une matière par l’intégration d’une langue étrangère.

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This paper aims at examining classroom communication in a CLIL context, through a reflection on ways of knowledge transmission and on the role played by argumentation in classroom interaction. The research is based on a corpus of CLIL classroom interactions in upper secondary schools in Italy and focuses on the analysis of the treatment of specialised terminology and on the use of definitions in classroom discourse. The study has a dual purpose: a mainly descriptive purpose, represented by a qualitative and interpretative analysis of the CLIL teacher’s discursive strategies of definition in CLIL classroom interactions, combined with the aim of offering methodological and operational suggestions for training and teaching.