This chapter articulates its reflection on content and language integrated learning (CLIL) methodology in Italian primary schools from a pedagogical-linguistic perspective, emphasising its educational potential for the personal growth of children. Moving between teacher training and didactic action in the classroom, it will highlight how CLIL is useful in making students citizens capable of acting in the globalal world as people in possession of linguistic, cognitive, metacognitive, and emotional tools for analysing reality. An example of a teaching project using CLIL methodology will be proposed to anchor theoretical reflection to educational practice.
Ferrero, V. (2023). Let's CLIL!: Pedagogical-linguistic reflections between teacher education and classroom teaching - a focus on the Italian context. In J.L. Estrada Chichón, F.Z. Martínez (a cura di), Handbook of Research on Training Teachers for Bilingual Education in Primary Schools (pp. 41-65). IGI Global [10.4018/978-1-6684-6179-2.ch003].
Let's CLIL!: Pedagogical-linguistic reflections between teacher education and classroom teaching - a focus on the Italian context
Ferrero, V
2023
Abstract
This chapter articulates its reflection on content and language integrated learning (CLIL) methodology in Italian primary schools from a pedagogical-linguistic perspective, emphasising its educational potential for the personal growth of children. Moving between teacher training and didactic action in the classroom, it will highlight how CLIL is useful in making students citizens capable of acting in the globalal world as people in possession of linguistic, cognitive, metacognitive, and emotional tools for analysing reality. An example of a teaching project using CLIL methodology will be proposed to anchor theoretical reflection to educational practice.
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