Good practices in teacher training. THE CLIL NETWORK. English: compulsory From primary to end of secondary (6 to 19) Junior School (11-14): two foreign languages (English and French/Spanish/German) Two or three foreign languages in some secondary schools (14-19).
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Prof. Carla Tosoratti Goodpractices in teacher training THE CLIL NETWORK
English: compulsory From primary to end of secondary (6 to 19) Junior School (11-14): two foreign languages (English and French/Spanish/German) Two or three foreign languages in some secondary schools (14-19) Prof. Carla Tosoratti Foreignlanguages in the Italianeducation system
A lot of CLIL projects started in the 1990s, mainly in secondary schools New School Reform: 5th year of secondary -one subject is taught in a foreign language Taught by subject teachers Prof. Carla Tosoratti CLIL in Italy
CLIL first pioneered in technical schools (ITI Malignani and ITC Zanon, Udine) CLIL local network in Udine Regional School Authority Office encouraged dissemination of practices and training CLIL network in Friuli Venezia Giulia Prof. Carla Tosoratti Ourregional and localframework
Province of Gorizia: area of bilingualism and minority language • 2002: a group of secondary school teachers of English decided to set up a CLIL project in two technical and vocational schools • Informal meetings followed to lay the foundations of the project Prof. Carla Tosoratti Ourlocalexperience
Teachers expressed a wish to improve their knowledge of English or attend English classes Some could already speak English fluently, and wanted to “do something new” in class Prof. Carla Tosoratti WHY CLIL?
It is like “starting afresh “ To enhance interaction and communication To foster interdisciplinarity To give students (and myself) the opportunity of improving their (our) L2 skills Prof. Carla Tosoratti Whyshould I become a CLIL teacher?
Informal chats with colleagues during school break to get to know their views Non-language teachers were then asked to join the project “officially” by filling in a questionnaire The project was then approved by most local secondary schools which set up a network Prof. Carla Tosoratti Howwestarted
Trainers are: • L2 teacherswithexperience in training • Maintasks: • Organize and run CLIL courses • Collectresources • Monitor and share experience • Maintaincontacts Prof. Carla Tosoratti Trainers’ tasks
Help learnersfindspecificmaterials in L2 • Encouragecolleaguesto produce theirownactivities • Help learnerstopreparelessons • Keeprecordsof CLIL products • Be readytosupportcolleagues Prof. Carla Tosoratti Training alsomeans…
Non-language teachers: initial L2 test to assign them to groups Ideal number of trainees per course: 12 - 15 Learners’ competence should be at least B1 They should be aware of what kind of long-term involvement the project requires Prof. Carla Tosoratti Who are trainees?
Main phases: • CLIL course: language and CLIL methodology course • Self-study/group study: finding resources and materials; lesson preparation • Language course abroad (LLP, Comenius) • Subject-specific workshops • Seminars at local and regional level Prof. Carla Tosoratti CLIL teacher training
Minimum 30 hours Both language and CLIL methodology Based on “tasks” which both develop L2 and get students familiarize with new teaching strategies and activities Encourage pair and group work Use both language course and authentic content materials from the beginning Prof. Carla Tosoratti The long and windingroad…the training course
Readingcomprehension: • Questionnaire • True/false • Pre-reading and while-readingdiscussion • Vocabulary: explaintermsusing L2, giveopposites/synonyms • Chart completing Prof. Carla Tosoratti Activities
Reporting texts/situations Note taking Role playing Problem solving Summarizing Micro-lessons Listening comprehension Prof. Carla Tosoratti More examples
Regular readingofcontent-relatedtexts and materials • Creationofspecificglossary • Developmentof L2 communicativeskills • Lessonpreparation: choiceofcontent/creationofactivities • Self-analysis… • Regular contactwith trainer and othercolleagues Prof. Carla Tosoratti CLIL teacherS’ individual work
The CLIL teacher: • May find it “unnatural” using L2 – afraid of making mistakes • May feel L2 methodology too distant from his/her own teaching habits • Tends to focus on quantity of content given • Might feel isolated among other teachers Prof. Carla Tosoratti Some problems…
Have CLIL learners observe peers’ lessons and fill in grids Analyse observation grids Discuss in plenary after lesson Examine both quality of content and class interaction Have learners share feelings Prof. Carla Tosoratti Training tips
Compulsory attendance of language and methodology courses run by university Full implementation of Secondary School Reform CLIL in junior and primary schools to enhance language learning Prof. Carla Tosoratti The future…
THANK YOU firstname.lastname@example.org Prof. Carla Tosoratti