This paper investigates CLIL classroom discourse in order to find out the way CLIL teachers process input in a foreign language and facilitate access to subject content. Our analysis is based on a corpus of video-recorded interactions collected for an action-research project in high school classrooms across Italy. The fact that CLIL has been in place in the Italian school system for a number of years, and teachers are more confident in its usage, provides an opportunity to observe teaching strategies and processes. Therefore we highlight the importance of meta-didactic reflection in the methodological training of in-service teachers. We also define competence indicators for the ability of CLIL teachers to mediate subject content in a foreign language. These findings enable the promotion of good CLIL teaching practices in classroom communication.
Bosisio, C., Gilardoni, S., Pasquariello, M., Trattamento e facilitazione dell’input in classe CLIL: l’abilità di mediazione didattica del docente, in A. De Meo, M. R. (ed.), Usare le lingue seconde. Comunicazione, tecnologia, disabilità, insegnamento, AItLA, Milano 2018: <<STUDI AITLA>>, 249- 264 [http://hdl.handle.net/10807/113896]
Autori: | ||
Titolo: | Trattamento e facilitazione dell’input in classe CLIL: l’abilità di mediazione didattica del docente | |
URL: | http://www.aitla.it/images/pdf/StudiAItLA7/019Bosisio-Gilardoni-Pasquariello.pdf | |
Data di pubblicazione: | 2018 | |
Abstract: | This paper investigates CLIL classroom discourse in order to find out the way CLIL teachers process input in a foreign language and facilitate access to subject content. Our analysis is based on a corpus of video-recorded interactions collected for an action-research project in high school classrooms across Italy. The fact that CLIL has been in place in the Italian school system for a number of years, and teachers are more confident in its usage, provides an opportunity to observe teaching strategies and processes. Therefore we highlight the importance of meta-didactic reflection in the methodological training of in-service teachers. We also define competence indicators for the ability of CLIL teachers to mediate subject content in a foreign language. These findings enable the promotion of good CLIL teaching practices in classroom communication. | |
Lingua: | Italiano | |
Titolo del libro: | Usare le lingue seconde. Comunicazione, tecnologia, disabilità, insegnamento | |
Editore: | AItLA | |
ISBN: | 978-88-97657-22-4 | |
Serie: | ||
Citazione: | Bosisio, C., Gilardoni, S., Pasquariello, M., Trattamento e facilitazione dell’input in classe CLIL: l’abilità di mediazione didattica del docente, in A. De Meo, M. R. (ed.), Usare le lingue seconde. Comunicazione, tecnologia, disabilità, insegnamento, AItLA, Milano 2018: <<STUDI AITLA>>, 249- 264 [http://hdl.handle.net/10807/113896] | |
Appare nelle tipologie: | In libro con curatela: Capitolo o saggio; Prefazione/Postfazione; Breve introduzione; Schede di catalogo, repertorio o corpus |