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Diverse Contexts – Converging Goals

CLIL in Europe


Edited By David Marsh and Dieter Wolff

CLIL, ‘a dual-focussed educational approach in which an additional language is used for the learning and teaching of both content and language‘ can be viewed as an example of curricular integration. This publication is one example of how this is being achieved. It serves to articulate why, and how, good practice can lead to the positive outcomes increasingly reported across Europe. It results from selected presentations given at the Helsinki CLIL 2006 conference «CLIL Competence Building for Globalization: Quality in Teaching Through a Foreign Language». The 28 contributions to this book, which originate from countries across the European Union, are divided into six sections covering classroom practice, evaluation, research, and programme management.


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V. Practicing CLIL in the classroom


CLIL in scientific fields: from teaching language to learning activities Teresina Barbero Introduction The European Commission has just published a detailed analysis (European Commission 2006) of how CLIL is organised in Europe, the status of the target languages, and the subjects concerned in the curriculum. The most common way to teach CLIL in Italy is within pilot projects that generally do not modify the existing syllabi of foreign languages or of any other subjects. Language teaching and subject teaching overlap only for one part, which generally needs the collaboration and teamwork of two teachers at least. This team teaching involves a stimulating reflection on the methodology of both language and subject teaching. On one hand, subject teachers have to reflect on the links between cognitive processes and language use, as nothing may be taken for granted in a language different from the mother tongue. On the other hand, the social dimension, which is generally focused on and developed in a communicative approach, is enriched with another dimension of language usage: the cognitive content itself and its typical activities and discourse. In this paper we are going to present some aspects of SLIL (Science and Language Integrated Learning), a pilot CLIL project on scientific fields that has been carried out in the Piedmont region and involved about 40 L2 teachers (especially of English and French) working in teams with their science colleagues. First of all we will focus on the teaching language, that is the language the teacher uses to give...

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