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An example from CLIL-Science Finally, FL-expertise is necessary for identifying the ‘FL-learning moments’. Ex 1 illustrates how FL-revision can be optimized while accessing content. Such exercises not only reinforce learners’ confidence as FL-users, but confirms that FL-competence is a useful tool for learning. This is an important point of conjunction between FL-instruction and content-education as both benefit from this union. In fact, if CLIL can indeed move the content curriculum forward, then content educators may be less skeptical and actually welcome CLIL into their classrooms, thereby increasing EFL-instruction time. Likewise, being content-driven, CLIL ensures that FL-use and learning is purposeful and thus motivating. Recently, when presenting 3 rd -graders with a CLIL-’History of the Earth’ module in which the first picture was captioned with “The Earth was a big ball of fire!”, my EFL colleague exclaimed “BUT! We do the simple past in middle-school!” Such a ‘grammar-hierarchied’ approach to FLlearning assumes that 8-year-olds lack the intelligence to realize that the foreign language captions describing images of red-hot molten Earth is not about the here and now but how it was once-upon-a-time. How can we talk about the History of the Earth with only the verb to be in the present tense? As my chemist-husband says, we could live without a future tense but we can’t live without a past tense: must Italians be 13 before their EFL curriculum ‘gives them the grammar’ to speak about yesterday’s party? Within a CLIL classroom, foreign language is naturally ‘fit for purpose’ (Coyle, 2011). During the writing of this article, MIUR officialized a Decree entrusting Universities to provide post-graduate CLIL Teacher-Training Programmes 3 . With Italy implementing CLIL during content-learning time in the final year of compulsory education, Italian FL-professionals must contribute to developing CLIL teacher-training programmes which will enable both Content and FL teachers to work within their comfort zones to design effective content-driven CLIL learning processes so as to disseminate 21 st century Italy with contentsavvy and literate professionals who can also speak two foreign languages. 3 GAZZETTA UFFICIALE DELLA REPUBBLICA ITALIANA 24-12-2011, Serie generale - n. 299 http://www.uil.it/uilscuola/sites/default/files/dm-clill_gu_299_del_24_12_2011.pdf 135
Y.L. Teresa Ting References Aspinal, Robert W. 2006. Using the paradigm of ‘small cultures’ to explain policy failure in the case of foreign language education in Japan. Japan Forum 18 (2): 255–274. Factworld CLIL Forum. http://www.factworld.info/clil/cafe/110216/index.htm Alberts, Bruce 2010. Prioritizing Science Education. Science 328: 405. Bransford, J.D., Brown, A.L. and Cocking, R.R. 1999. How People Learn: Brain, Mind, Experience and School. New York: The National Academy of Sciences. Coyle, D. Post-method pedagogies: using a second or other language as a learning tool in CLIL settings. In Content and Foreign Language Integrated Learning, Y. Ruize de Zarobe, J M Sierra and F. G del Puerto (eds), 49–7. Bern: Peter Lang. Coyle, D., Hood, P. and Marsh, D. 2010. CLIL. Cambridge: Cambridge University Press. Coyle, D., Halbach, A. Parise F.G., Ting, Y.L.T. and van de Craen, P. 2011a. The CLIL-Potential: much more than the sum of its parts. (http://www. associazionedocenti.it/index.php?option=com_content&view=article&id=381 :the-clil-potential-much-more-than-the-sum-of-its-parts&catid=38:studi-aricerche&Itemid=62) Coyle, D., Halbach, A. Parise F.G., Ting, Y.L.T. and van de Craen, P. 2011b. Il potenziale CLIL: Molto più che la somma delle parti. In Prospettive per una Educazione Bilingue: Sperimentazioni CLIL in Calabria, Cristina Piva (ed), 27–31. Cosenza: Klipper. Cortese, G. 1999. Translating science texts: issues of representation and identity. Parallèles 21: 7-32. Cummins, J. 1981. Age on Arrival and Immigrant Second Language Learning in Canada: A Reassessment. Applied Linguistics 11(2): 132–149. Denzin, N.K. and Lincoln, Y.S. 1998. Strategies of Qualitative Inquiry. London: Sage. Fairclough, N. 1991. Discourse and Social Change. Cambridge: Polity Press. Gazzetta Ufficiale della repubblica Italiana 24-12-2011, Serie generale – n. 299 136
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Konferenzbeiträge / Atti / Proceed
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Design: DOC.bz Printing: Digiprint,
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II. CLIL ICLHE (Integrating Content
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Prefazione E’ con estremo piacere
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Prefazione ti nel Convegno e ora so
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Christoph Nickenig will be presenti
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CLIL universitario: una risposta eu
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I. Multilinguismo e internazionaliz
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Christoph Nickenig al plurilinguism
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Christoph Nickenig tensione. Sa pro
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Christoph Nickenig D’altro canto
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Christoph Nickenig mente dell'idiom
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Elisabeth Wippel 1. Introduzione L
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Elisabeth Wippel Stuttgart) ed il q
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Elisabeth Wippel sempre a fine cors
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Elisabeth Wippel 7.1 Analisi contra
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Elisabeth Wippel Die Arbeit muss in
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Elisabeth Wippel I have the problem
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Elisabeth Wippel http://eacea.ec.eu
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Edward Bressan 2. Internationalisat
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Edward Bressan 3.2 Implementing the
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Edward Bressan quently internationa
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Edward Bressan outcomes. Task 2 is
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Edward Bressan was a marked reducti
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Edward Bressan can contribute in an
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Edward Bressan involved the teachin
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Teaching through English in interna
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Englisch: Lingua franca or medium o
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Anna Bandini, Laura Sprugnoli, Beat
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L’insegnamento online delle lingu
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Silvia Gilardoni, Giovanna Brescian
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Eugenia Mascherpa 1. Introduzione L
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Eugenia Mascherpa tecniche sopra de
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Eugenia Mascherpa della didattica m
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Eugenia Mascherpa parole di Thomas,
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Eugenia Mascherpa agli studenti, se
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Eugenia Mascherpa bile dei contenut
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Eugenia Mascherpa Allegato 1 Questi
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La piattaforma CLiRe: autoistruzion
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La piattaforma CLiRe nella ricerca
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La piattaforma CLiRe A livello più
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La piattaforma CLiRe specializzati:
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La piattaforma CLiRe Data la natura
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Presenting Presentations: learning
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Presenting presentations Outlining
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Presenting presentations the presen
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Presenting presentations future pre
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Enseñar con el apoyo de las tics.
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Enseñar con el apoyo de las tics 3
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Enseñar con el apoyo de las tics b
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La enseñanza y la adquisición de
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Los usos de ser y estar en el aula
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Note biografiche Carla Bagna È ric
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Note biografiche Rita Franceschini
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Note biografiche Síle O’Hora Has
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Note biografiche Simone Torsani Si
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