LINGUIST List 32.1263

Fri Apr 09 2021

Confs: Applied Ling, Discip of Ling, Gen Ling, Lang Acq/Online

Editor for this issue: Lauren Perkins <laurenlinguistlist.org>



Date: 09-Apr-2021
From: Jennifer Hill <tesol.valdadige.etschtalgmail.com>
Subject: Are we ready for CLIL?
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Are we ready for CLIL?

Date: 14-May-2021 - 14-May-2021
Location: Trento (via Zoom), Italy
Contact: Jennifer Hill
Contact Email: < click here to access email >

Linguistic Field(s): Applied Linguistics; Discipline of Linguistics; General Linguistics; Language Acquisition

Subject Language(s): English

Meeting Description:

Are we ready for CLIL?
A session of the Sixth Symposium on CLIL in the Adige Valley “From International to Local”

Professor Federica Ricci Garotti (University of Trento, Italy)

The Piano Trentino Trilingue was officially introduced in Trentino in 2014, which meant, among other initiatives, also a massive increase in subject teaching in English and in German throughout Trentino schools, from primary to secondary levels. This significant change to the traditional school curriculum has brought to light both the advantages and disadvantages of CLIL at the didactic level.

Most of the challenges associated with CLIL in the transformation of education in the province of Trentino have not been exclusively related to the linguistic competences of learners, but rather to the wider didactic-pedagogical guidelines provided to teachers for its implementation. In fact, learners, teachers and families are generally very interested in the development of multilingual competences, but the didactic innovation necessary for CLIL often arouse skepticism, if not outright rejection.
In this paper, I wish to focus on how the implementation of the Trentino CLIL policy has shed light on some aspects of the international scientific CLIL debate. Thanks to the analysis of five case studies at the local secondary school I will try to answer to following questions:
Which are the most difficult aspects that CLIL teachers must deal with in the classes? Which disciplinary aims can be realistically achieved by a majority of learners if CLIL is an obligatory activity for every school? What are the methodologic principles that can be drawn from the local CLIL experience of the Piano Trentino Trilingue?

Professor Federica Ricci Garotti is a Professor of German Language and Linguistics in the Department of Lettere e Filosofia at the University of Trento. She is responsible for teacher training in humanities and is scientific supervisor for the master program on CLIL methodology. Her research interests lie in CLIL, language acquisition, language teaching and learning , and pragmatic analysis.





Page Updated: 09-Apr-2021