Developing Teaching Competences in CLIL Experiences and Challenges at the Università degli Studi di Palermo
Article Sidebar
Main Article Content
Abstract
This article addresses the urgent need to effectively train teachers in the CLIL (Content and Language Integrated Learning) approach and presents the significant results of a seminar conducted in English at the Università degli Studi di Palermo, Italy. Despite the various linguistic difficulties faced by the students, the workshop introduced the important concept of CLIL, its history, characteristics, and benefits, using engaging videos and practical tasks. The findings revealed that some students had not previously taken CLIL-based courses due to completing their studies before the year 2013. The subjects that had been taught using CLIL included natural sciences, economics, history, and arts. Although some students were previously unaware of the CLIL approach, they positively valued the seminar, finding it highly useful for their future careers in multilingual schools. The conclusions highlight the critical importance of extending the training to cover crucial aspects such as scaffolding and adapted assessment strategies.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
Albuquerque Paraná, R., Landau, J., Siqueira, S. (2024). Desvendando CLIL no Brasil: Course Participants’ Experiences of an Online CLIL Teacher Education Programme During the Covid-19 Pandemic. En Ruiz de Zarobe, Y., Banegas, D.L. (eds.), Content and Language Integrated Learning in South America. Multilingual Education (129-146). Cham: Springer.
Andersen, K. (2015). Six videos demonstrating CLIL used in classes from primary schools and vocational colleges. [Recurso audiovisual en línea]. Youtube. Recuperado de https://www.youtube.com/watch?v=dFuCrxRobh0&t=1s
Banegas, D. L., & Arellano, R. (2024). Teacher language awareness in CLIL teacher education in Argentina, Colombia, and Ecuador: a multiple case study. Language Awareness, 1–24.
Bentley, K. (2010). The TKT Course CLIL Module. Cambridge: Cambridge University Press.
Cinganotto, L. (2016). CLIL in Italy: A general overview. Latin American Journal of Content and Language Integrated Learning, 9(2), 374-400.
Coyle, D., Hood, D., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.
Marsh, D. (2002). CLIL/ EMILE -The European Dimension: Action, Trends and Foresight Potential. Jyväskyla: University of Jyväskyla.
Di Martino, E., & Di Sabato, B. (2012). CLIL implementation in Italian schools: Canlong-serving teachers be retrained effectively? The Italian protagonists’ voice. Latin American Journal of Content and Language Integrated Learning, 5(2), 73-105.
Galán-Rodríguez, N. M., Fraga-Viñas, L., Bobadilla-Pérez, M., Gómez-Sánchez, T. F., & Rumbo-Arcas, B. (2024). Formación metodológica en educación plurilingüe en los programas de Educación Superior en España: ¿Está el profesorado en formación preparado en AICLE? Revista De Educación, 1(403), 31–59.
Marzà, A. (2021). Meta-CLIL: When Methodology and Aim Meet in Initial Teacher Training. En M.L. Carrió-Pastor & B. Bellés-Fortuño (eds.), Teaching Language and Content in Multicultural and Multilingual Classrooms (pp. 253-292). Palgrave Macmillan.
Pérez-Vidal, C. (2009). The Integration of Content and Language in the classroom: A European Approach to Education (the second time round). En E. Dafouz y M. Guerrini (eds.), CLIL Across Educational Levels (3-16). Richmond.
Romero Alfaro, E. y Zayas Martínez, F. (2015). AICLE en la formación inicial de maestros. En L.P. Cancelas-Ouviña, & S. Sánchez Rodríguez (coords.), Tendencias en educación lingüística (315-328). GEU Editorial.
San Martín, M.G. (2024). From Principles to Competences: Student-Teachers’ Understandings of CLIL in an ELTE Programme. En Y. Ruiz de Zarobe y D.L. Banegas (eds), Content and Language Integrated Learning in South America. Multilingual Education (111-128). Springer.
Tachaiyaphum, N. (2024). Professional Knowledge for Language-Driven CLIL Teachers in Thailand: What Do Teachers Need? En L. Gurney, & L. Wedikkarage (eds), Language Education Policies in Multilingual Settings. Multilingual Education Yearbook (pp.147-165). Springer.
Universitá degli Studi di Palermo (Unipa). (2021). Info su corso CLIL. https://www.unipa.it/Info-su-corso-CLIL/
Universitá degli Studi di Palermo (Unipa). (2023). Avviso insegnamento 20530 - Didattica delle lingue e metodologie CLIL - Prof. Casalicchio. https://www.unipa.it/AVVISO-insegnamento-20530---DIDATTICA-DELLE-LINGUE-E-METODOLOGIE-CLIL---Prof.-Casalicchio/