Multilinguismo, CLIL e innovazione didattica - Libera Università di ...

An example from CLIL-Science
hypotheses, construct knowledge and convey understanding?’ This CLIL-Operand
automatically inserts academic discourse into the learning agenda. Not only.
These two Operands regarding language-instruction catalyze an important
change in content-education: When a teacher becomes aware that inputlanguage
must be comprehensible, she naturally considers whether the inputcontent
is comprehensible. CLIL-Operand-3 thus asks ‘Is the content presented
in chewable and digestible aliquots?’ In providing highly language-aware
instruction, CLIL thus naturally provides for more effective content-aware
education, thereby potentiating content-education. Figure 1 illustrates how the
Core-CLIL-Construct coordinates the three CLIL-Operands. This CLIL modus
operandi calls upon the ad hoc design of tasks and activities in which both
language and content are comprehensible and which prompt learners to use
language to attain information, negotiate understanding, construct knowledge and
then effectively language new content knowledge (Coyle et al., 2011a, b).
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