Trattamento e facilitazione dell’input in classe CLIL: l’abilità di mediazione didattica del docente

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.