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Tendencies Pre‐millenium Post millenium Length: courses get shorter (600h+ 12h) Quantity: provision increases Provider: pre‐millenium: University provides (and decides); post millenium: local education authorities; (network of) schools provide; schools ask and sometimes decide alone
Tendencies Pre‐millenium Post millenium Mode of delivery: Greater contact with the schools; providers go out to the schools = more situated Idea of a ‘course’ as ‘a priori’ structured content is integrated by idea of professional development being elaborated ‘in itinere’ and ‘in situ’ with the actors as they act (‘reflection in and on action’)
Page 1 and 2: Carmel Mary Coonan University of Ve
Page 3 and 4: Definition of CLIL Eurydice, 2006
Page 5 and 6: Eurydice, 2006 In half of all count
Page 7 and 8: CLIL TEACHERS IN ITALY CF. HANDOUT
Page 9 and 10: QUESTIONNAIRE … … TO BEGIN TO F
Page 11 and 12: Cont. Great majority of courses ar
Page 13 and 14: Students Mainly: ‐ qualified teac
Page 15: Connection with practice Great maj
Page 19 and 20: Tendencies Pre‐millenium Post mi
Page 21 and 22: A general consideration Need to pro
Page 23 and 24: Needs analysis: methodological area
Page 25 and 26: Needs analysis: methodological area
Page 27 and 28: Needs analysis: assessment area Or
Page 29 and 30: Teacher qualifications Lack of tra
Page 31 and 32: Costs aspect Few resources availab
Page 33 and 34: CLIL cosmos A galaxy of teacher com
Page 35: Objectives Handout of examples

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