ICLHE (Integrating Content and Language in Higher Education) in Italia: stato dell’arte

ETPs (English-taught Programmes) have increased over the last ten years. This type of teaching can be placed within a framework that includes many different approaches that give rise to an equal number of definitions (L2-Medium Instruction, Internationali-sation, Integrating Content and Language in Higher Education, Adjunct Model, etc.). This paper seeks to give an overview of the Italian situation in this regard, starting from the assumption that there have been no recent surveys on English-taught programmes. Based in part on European studies, several organizational and didactic elements have been outlined by means of a questionnaire (with a response rate of 50%) sent to all the Italian universities. The situation with regard to ETPs is still varied but quite homoge-neous with some differences between private and public universities and their geo-graphical areas. However, the analysis brings out situations of unease for several types of universities in Italy. In particular, all items regarding students will be analysed. As regards this field, despite the fact that ETPs have increased, the use of the Diploma Supplement is still scarce and there are no scholarships or extra credits for students at-tending these programmes.