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MAY I INTRODUCE MYSELF? I LOVE MULTICULTURALISM!

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MAY I INTRODUCE MYSELF? I LOVE MULTICULTURALISM!

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This is me. I am an Italian teacher of foreign languages. I love my job and this is my 19th year in teaching. I can't believe how time has passed so quickly!
Anyway, I try to keep busy all the time and love travelling a lot.
This is a photo taken last September, during a visit at the European Parliament in Bruxelles.

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Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Each is interwoven, even if the emphasis is greater on one or the other at a given time. Coyle / Hood / Marsh Achieving this two-fold aim calls for the development of a special approach to teaching in that the non-language subject is not taught in a foreign language but with and through a foreign language.

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The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language'  to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the
Content and Language Integrated Project (CLIP).
The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation.
While CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe, the literature suggests that there remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching. The theory may be solid, but questions remain about how theory translates into classroom practice.

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The term CLIL was coined by David Marsh, University of Jyväskylä, Finland (1994): "CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language."
However, CLIL teaching has been practised for many years, from the Babylonian era to the early sixties when bi-lingual education was introduced in many schools around the world.
Even if you are unaware of the term CLIL, you may already have been using CLIL methodology for many years. There are many ways of describing the characteristics attributed to CLIL.

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CLIL - CONTENT AND LANGUAGE INTEGRATED LEARNING :-)

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CLIL - CONTENT AND LANGUAGE INTEGRATED LEARNING :-)

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In some countries, higher education teaching and research staff have not been explicitly trained in educational methodologies. In these cases, higher education has been viewed as characterized by transactional modes of educational delivery (largely imparting information),  rather than the interactional modes (largely process-oriented) characteristic of CLIL.

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If lecturers cannot provide appropriate language input, if students are not provided with adequate opportunities for interaction in the foreign language, if students do not already possess a command of the language that allows them to benefit from English-medium instruction, the hoped for enhancement of students’ language skills may remain forthcoming.