Il calendario delle nostre attività20 ore + 6 onlineL’orario si distribuisce su nove incontri in presenza (inclusi i webinar); le ore-lezione si intendono piene e dunque l’orario è inclusivo di ritardo/pausa. Per gli incontri in presenza si userà il Lab. A dell’Università (S. Maria in Gradi). I materiali online sono ospitati su UniTusMoodleProgetti.

1. Il CLIL: cos’è? per chi è? (Alba Graziano) 3 ore presenza + 2 ore online (materiali Barbero)ven. 8 settembre ore 15.00-18.302. CLIL e didattica per competenze (Teresina Barbero) materiali per 2 ore online aperti dall’8 sett.3. Progettare percorsi CLIL (Teresina Barbero) 2 ore presenzamerc. 13 settembre ore 14.30-17.004. La valutazione (Teresina Barbero) 2 ore presenza + 1 ora onlinemerc. 13 settembre ore 17.00-19.305. La lingua in CLIL (Alba Graziano) 3 ore presenza + 1 ora onlinemerc. 20 settembre ore 15.00-18.306. Le strategie a supporto dell’apprendimento: i prodotti (Letizia Cinganotto) 2 ore webinarlun. 25 settembre ore 19.00-21.007. L’uso delle tecnologie: i prodotti (Daniela Cuccurullo) 2 ore webinarlun. 2 ottobre ore 19.00-21.008. L’uso delle tecnologie: i prodotti (Daniela Cuccurullo) 2 ore webinargio. 5 ottobre ore 19.00-21.009. Le strategie a supporto dell’apprendimento: i prodotti (Letizia Cinganotto) 2 ore webinarmar. 10 ottobre ore 19.00-21.0010. Verifica di progettazioni. Il profilo del docente CLIL primo ciclo (Alba Graziano) 2 ore presenzaven. 20 ottobre ore 15.00-17.00

Let’s get to know each other!Your identity card in three steps:

1. Find an adjective that describes you and that starts with the same initial as your first name. Write both in the middle of your card.

2. In the four corners write:➢ What you can do best➢ Which actor/actress you prefer➢ Where you would like to be now➢ When you would like to live

3. Remember your best experience as a learner and tell it to your colleague.

Ambitious Alba

Proof-reading

George Clooney

On a glacier

XVIII century

The Road to European CLIL

NEED: greater levels of multilingualism are needed for European integration

from the 1990s: CLIL considered an effective way to

provide greater exposure to L2 improve general communicative competence achieve high degree of language awareness accommodate diverse learning styles increase learner motivation through greater authenticity

European Council (2005)

What is communication?

What is communicative competence?

What are learning styles?

The motivational challenge

Defining CLIL

Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time.

Coyle / Hood / Marsh (2010: 1)

[A]chieving this two-fold aim calls for the development of a special approach to teaching in that the non-language subject is not taught in a foreign language but with andthrough a foreign language.

Eurydice (2006: 8)

Some examples From E-Clil projects at primary level:

http://icmontefiascone.it/➢ Pescia Romana: l’acquacotta

➢ Montefiascone : Mystery Tour round Lake Bolsena – Queen Amalasuntha

➢ Montefiascone: The legend of Est! Est!! Est!!! Wine

https://drive.google.com/file/d/0Bw41Z33b9SKuTXQ0ejNLS2FCVk0/view

➢ Ist. Onnicompr. Civita di Bagnoregio: Civita di Bagnoregio

From secondary level experiences:

➢ Margherita Donatelli (History, fr.):

https://drive.google.com/open?id=0B1LJiGS2aktsanAyVlczc0xlSnc

➢ Mariella Gentile (Art history):

https://www.youtube.com/watch?v=w8LiuDEILXU

Language and content integration

a functional and pragmatic image of languages, which implies:

➢ no native speaker perfectionism

➢ efficiency in communication

➢ attention to the interlanguage

➢ communicative grammar

➢ sociolinguistic perspective

➢ historical perspective

➢ textuality awareness

➢ promoting English as a Lingua Franca (ELF) and translanguaging

CLIL builds on an enhanced awareness of the epistemology of each discipline

At the same time it breaks the disciplinary barriers, retrieving a more holistic approach to learning

As a consequence, interdisciplinary and project working is favoured

Co-programming among teachers: the “CLIL team” should involve not only L2 and non-language teacher but also more DNL teachers.

Which language? Which content?

Which pedagogies?CLIL is in tune with cognitivist and constructivist pedagogical

theories and taxonomies:(see Mohan 1986, Cummins 2000, Bloom revised 2001)

It is inevitably a learner-centred approach based on

autonomous and cooperative learning

(no more sage on the stage, but peer education)

It is completely inscribed in competence teaching

(see European key-competences: particularly the

transversal ones)

It promotes active, operational and task-based

learning

It goes very well with ICTs

It is formal education with open eyes on informal

learning (connectivist approach)

Does CLIL work?very heterogeneous results (focus on soft vs. hard CLIL) but

common characteristics:

content knowledge not threatened positive effects on subject acquisition L2 development evidenced:➢more complex, accurate L2 use ➢reading proficiency ➢incidental vocabulary acquisition ➢pragmatic and discursive competence

levelling of gender differences in attitude, achievement

inclusion

Does CLIL not work?

poorer coverage of subject matter

slower delivery rate

difficulty to communicate knowledge in an effective and student-friendly manner

frequent use of avoidance strategies (due to language deficits)

inability to exhibit best performance

increased workload and lack of materials

decrease in students’ overall learning results

The critical attitude

If lecturers [or teachers] cannot provide appropriate language input, if students are not provided with adequate opportunities for interaction in the foreign language, if students do not already possess a command of the language that allows them to benefit from English-medium instruction, the hoped for enhancement of students’ language skills may remain forthcoming.

There’s where we need you!

It is quite clear that the sooner we start the better...

CLIL is methodologically fully in tune with a holistic approach to learning as the one in primary school

It promotes interdisciplinary and project working as both primary and junior schools are already used to do

Under the L2 viewpoint, it aims at a functional rather than a (near) native-like competence

All in all, it is completely inscribed in competence teaching and learner-centred approaches.

What is CLIL added value?

•It stimulates students’ motivation, participation and inclusion

•It enhances both students’ and teachers’ metacognitive and metalinguistic awareness

•Integrated with the “culture” dimension of Do Coyle’s framework, it promotes sociolinguistic and historical competence

What is good CLIL?

✓is context-embedded and localised

✓is content-driven (rather than content-based)

✓has clearly defined learning outcomes for BOTH content and language

✓makes creative use of language as a learning tool

✓connects learners to language use for different purposes

✓develops linguistic confidence and competence and promotes spontaneity

✓promotes operational, authentic and cooperative learning (also through community learning)

✓is enriched by the use of audiovisual aids and ICTs

✓is motivating for both teachers and learners

➢ Planning a possible CLIL Learning Unit

➢ Outlining the primary and lower secondary CLIL teacher profile.

ReferencesAnderson, L. W., Krathwohl, D. R., Bloom, B. (2001), A taxonomy for learning, teaching and assessing: a revision of Bloom’s Taxonomy of educational objectives, New York, Longman.

Coyle, D. (1999), Supporting students in content and language integrated learning contexts: planning for effective classrooms, in J. Masih (ed.), Learning through a foreign language: models, methods and outcomes. Centre for Information on Language Teaching and Research, London, United Kingdom, pp. 46-62.

Coyle, D., Hood, P., Marsh, D. (2010), CLIL: Content and Language Integrated Learning, Cambridge, CUP.

Cummins, J. (2000), Language, Power and Pedagogy: Bilingual Children in the Crossfire, Clevedon, Multilingual Matters.

Eurydice (2006), Content and Language Integrated Learning (CLIL) at School in Europe.

Mohan, B., Leung, C., Slater, T. (2010), Assessing language and content: A functional perspective (1986), in Testing the Untestable in Language Education, ed. A. Paran, L. Sercu, Clevedon, Multilingual Matters, pp. 217-240.