The study reports on an activity of noticing which aimed to stimulate Italian trainee teachers to compare the way content was presented in CLIL science books to what they perceived as the ‘typical’ Italian way. Science was chosen as a subject matter because it is often considered an objective domain of knowledge. The results that emerged from observations by the Italian trainee teachers were then compared with the perceptions of Italian science books by English-language assistants, so as to verify whether and to what extent science textbooks differ in the perception of the teachers who use them.
Cucchi, C. A., Costa, F. G., Are Science Textbooks Free from Cultural Biases?, in Francesca Costa, C. C. O. M. A. M. (ed.), English for Young Learners from Pre-school to Lower Secondary: a CLIL Teacher Training Project in Two Italian Schools, Universitas Studiorum, Mantova 2018: 2018 77- 97 [http://hdl.handle.net/10807/122842]
Are Science Textbooks Free from Cultural Biases?
Cucchi, Costanza Anellamaria
;Costa, Francesca Giuseppina
2018
Abstract
The study reports on an activity of noticing which aimed to stimulate Italian trainee teachers to compare the way content was presented in CLIL science books to what they perceived as the ‘typical’ Italian way. Science was chosen as a subject matter because it is often considered an objective domain of knowledge. The results that emerged from observations by the Italian trainee teachers were then compared with the perceptions of Italian science books by English-language assistants, so as to verify whether and to what extent science textbooks differ in the perception of the teachers who use them.
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