CLIL in Italy: a general overview

Cinganotto, Letizia

doi:10.5294/laclil.2016.9.2.6

Cited by 36 publications

(39 citation statements)

References 5 publications

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“…The evolution of CLIL in Italy is dated back to the early 1990s when it appeared for the first time in international or European schools, mainly situated in the northern part of Italy , because multilingualism has been a part of their cultural background (Cinganotto, 2016). Later on, the Italian Ministero dell´Istruzione, dell´Universita' e della Ricerca (MIUR), presented and introduced a larger reform of the second cycle of education in 2010.…”

Section: Italymentioning

confidence: 99%

“…In spite of these obstacles, teachers highlight the positive impact of CLIL on a development of students' language competences. Moreover, a decision of policy makers to adopt CLIL for teaching non-linguistic disciplines through a foreign language in upper secondary schools in Italy will lead to improving the quality of learning foreign languages, and thus, they will meet the earlier mentioned European Commission recommendations (Cinganotto, 2016).…”

Section: Italymentioning

confidence: 99%

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A good CLIL practice among European educational institutions

Kovacikova

Luprichova

2018

IJLT

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Content and language integra ted learning (CLIL) has been recognised in the educati onal pla tforms in many European countries . It provides a unique chance to combine foreign language competences and knowledge wi th the content of other subjects such as geography, a rts , history, ma ths and many others . Despite the fact tha t professional and s cientifi c papers provide a high number of e vi dence on a positi ve i mpa ct of CLIL lessons , the truth is tha t the less experienced countries face problems wi th CLIL i mplementation a t thei r ins titutions due to many problems . This paper interprets the fi ndings from the project Erasmus + comprising prima ry and seconda ry s chools, and thei r experience gained wi thin the CLIL implementa tion in La tvia , Li thuania, Sweden and Ital y. It also focuses on interpreta tions of the da ta collected through document anal yses and observa tions concerning the CLIL lessons ca rried out in the above-mentioned European countries .

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Section: Italymentioning

confidence: 99%

Section: Italymentioning

confidence: 99%

A good CLIL practice among European educational institutions

Kovacikova

Luprichova

2018

IJLT

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“…L'osservazione che ne deriva è che questo aspetto del quadro ordinamentale italiano legato all'implementazione del CLIL (Cinganotto 2016) rappresenta probabilmente ancora un nodo problematico, a causa di vari ostacoli di tipo logistico, organizzativo, didattico, nonché a causa del carattere sostanzialmente spontaneo e volontaristico di questa collaborazione, affidata per la maggior parte al buon senso e alla sensibilità del docente, visto che non sono state fornite indicazioni o istruzioni specifiche in questo ambito.…”

Section: Analisi Dei Dati: Il Profilo Del Docente DI Lingua Stranieraunclassified

Il profilo dell’insegnante di lingue nell’era del CLIL

2018

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The implementation of Content and Language Integrated Learning strategies in the Italian school is consistent with the current European trend in research and educational policy. At the same time, however, these strategies highlight a number of peculiar features, amongst which the outstanding investment in training devoted to in-staff secondary school content teachers. Such training aims to enable teachers to acquire the necessary linguistic and methodological competence by combining their content discipline and the vehicular language without any recourse to foreign language teacher collaboration and/or assistance. Only lately has the role of both foreign and Italian language teachers in CLIL environments been is reconsidered by the Italian stakeholders and a series of corrective measures have been adopted. To ensure that such positive actions result in a positive outcome, the first priority is to grant the Italian foreign language teacher a profile tailored upon those highlighted by EU research and initiatives among top priorities. In 2014 Letizia Cinganotto e Daniela Cuccurullo set up the online Techno-CLIL course, followed by two further editions in 2016 and 2017: the 5,000 participants possess different nationalities, therefore providing a unique opportunity to investigate the actual teaching of foreign languages in content and language integrated pedagogy and the foreign language teacher profile at an international level. After a brief introduction to CLIL in both national and European contexts, and a presentation of the Techno-CLIL learning design, the authors will illustrate the research procedure and the initial data gathered through a survey involving this international community of language teachers and trainers with the aim of shedding new light on the language teacher profile in the CLIL era.Sommario 1 Introduzione. -2 Lo studio: la procedura e i dati. -3 Gli studi di riferimento. -4 Techno-CLIL: tecnologie e lingue straniere, un binomio all'avanguardia per la formazione dei docenti. -5 Profili di competenza. -5.1 Analisi dei dati: il profilo dei docenti CLIL. -5.2 Analisi dei dati: il profilo del docente di lingua straniera. -6 Prospettive future. -7 Conclusioni.

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“…According to studies by De Meo (2015) and Cinganotto (2016), the curricular weight that CLIL has acquired within scholastic and university planning in Italy shows not only what kind of importance legislators have given to vehicular teaching, but also how it is held in high opinion by many educational contexts that regard CLIL as an added value to the acquisition of a foreign language.…”

Section: The Spreading Of Clil In Italymentioning

confidence: 99%

“…In Cinganotto (2016), the vehicular experience is set within a standardized framework: the official, institutional CLIL, made effective with Presidential Decrees for High School Reform n° 87-89/2010, is a reduced version of a proper CLIL because of economic reasons that limit the effectiveness of such methodology. According to these decrees, the teaching of non-linguistic subject-matters in a foreign language is introduced into the senior year, grade 13, of Lycées and Technical Schools and into the last three years, grades 11-13, of the Linguistic Lycée.…”

Section: The Rules and Regulations That Govern The Introduction Of CLmentioning

confidence: 99%

The Problems of Implementing CLIL in Italy

Serragiotto

2017

IJL

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This article highlights the problems involved in implementing CLIL methodology. A general framework is initially offered as to how CLIL is applied in Italy institutionally. Then, thanks to the underwriter’s experience as a CLIL educator and researcher, other issues will be taken into consideration, such as contextualization, teachers, and balancing between language and content in order to realize a CLIL process in line with the language and content objectives established by its design. The purpose of this study is therefore to elaborate suitable practices that result being a helpful tool to teachers working in a CLIL environment.

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CLIL in Italy: a general overview

Cited by 36 publications

References 5 publications

A good CLIL practice among European educational institutions

A good CLIL practice among European educational institutions

Il profilo dell’insegnante di lingue nell’era del CLIL

The Problems of Implementing CLIL in Italy

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