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

Abstract

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.

La traduzione pedagogica: una risorsa motivazionale nell’insegnamento della LS/L2

“…Appare altresì evidente che ciò di cui stiamo parlando non è un episodio estemporaneo di esercizio di traduzione, ma l'inserimento di testi (da 3 a 5) nella progettazione del modulo. Oltre all'apporto nell'apprendimento riguardo le competenze linguistiche (Di Sabato, 2007;Cook, 2010;Leonardi, 2010;) e la dimensione interculturale (Katan, 2009;Laviosa, 2014;Liddicoat, 2016), qui non affrontate ma largamente riconosciute, la traduzione agisce, a nostro avviso, anche come risorsa motivazionale.…”