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write something

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The dragon lord

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at school

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HERE WE ARE!!

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Apollo 11

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The educational reform in Italy by minister Gelmini in 2011 has introduced CLIL (Content Language Integrated Learning) onto the Italian school system and made it compulsory in the last year of the high schools for a non-linguistic subject. It's a choice in line with the most of the Europan countries, where teaching in a language other than mother tongue involves a even higher percentage of students and hours of class.

CLIL Methodology takes its inspiration from the concept of Linguistic Immersion and was proposed for the first time in a resolution of the Council of the European Community in 1995. The aim is to enhance the learning of a foreign language as a vehicular language to study non-linguistic subjects (e.g. history, science, psychology, etc.).

However, as pointed out in several quarters, we can't reduce this methodology to simply teaching a subject in english (or another L2 language).
Using CLIL also implies implementing an educational approach in discontinuity with traditional frontal taught lesson, such as learning skills, participatory lessons with a constant interplay among students and teacher, students reflecting on the goals they have achieved from time to time (portfolio) and so on... Therefore, it means putting into practice the educational recommendations aimed to modernize our school system.
Furthermore, studies conducted would suggest that CLIL, in addition to providing good command of vehicular language for students, also improve the contents learning, by making them reflect in greater depth the subject's key-words.

According to INDIRE (National Institute for Documentation, Innovation and Educational Research, undertaken by the Italian Ministry of Education), in order to become a CLIL teacher in Italy, it is necessary to attend a 60-university credits (equivalent to one year of university in Italy) advanced university course, in addition to obtaining a C1-grade language certification (a very high grade). So, that's a quite challenging educational path!

During my career as an italian literature teacher, I haven't experienced CLIL methodology, yet (by the way, I didn't attend the advanced course, so I couldn't, at the moment), but I got sort of curious of what my students think of their CLIL experience, as they're in their senior year of high school, learning history in english, so I asked them their opinion.

The feedback they provided was very negative, although they couldn't explain clearly the reasons of their opinion. They simply stated that "they can't make heads or tails of that". Yet, their history teacher is really book-smart, young, open-minded, scrupulous: I guess she trusts in the new approach (otherwise she wouldn't have undertaken a so demanding advanced course) and I'm sure she ran the class in the best possible way.
So, what's going on? I am unable to answer. Probably, it's too early to carry out an analysis: minister's recommendation was fully implemented only from the school year 2014/2015, varying from school to school, so we're still in the experimental stage.

Furthermore, the assessment provided by my students is in no way shared by the whole student population: if we take a look at the web, the most of the views are rather positive.
Moreover, it is absolutely essential that pupils have a constructive approach, it is crucial that they put aside all preconceptions and don't underrate their foreign language skills. They may not take full advantage of a great chance for (non just) language learning that previous generations hadn't.

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The educational reform in Italy by minister Gelmini in 2011 has introduced CLIL (Content Language Integrated Learning) onto the Italian school system and made it compulsory in the last year of the high schools for a non-linguistic subject.

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hi everyone! =)

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Wow!!! it's amazing! Carmen

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here we are!

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Il termine CLIL, introdotto da David Marsh e Anne Maljers nel 1994, è l'acronimo di Content and Language Integrated Learning, apprendimento integrato di contenuti disciplinari in lingua straniera veicolare.
La Legge di Riforma della Scuola Secondaria di secondo grado avviata nel 2010 ha introdotto l'insegnamento in lingua veicolare anche negli ordinamenti scolastici italiani. Nell'ambito della sua attuazione, l'Indire ha rivestito un ruolo cruciale nel Piano di formazione per i docenti DNL (discipline non linguistiche) promosso dalla Direzione Generale per il personale scolastico del MIUR.
L'istituto promuove e accompagna l'introduzione dell'insegnamento in modalità CLIL in Italia attraverso una serie di azioni e iniziative, tra cui:

le indagini condotte nell'ambito della rete Eurydice sulle tematiche riguardanti le lingue straniere e la metodologia CLIL;

il repository delle esperienze delle scuole rappresentato dal sistema "GOLD", che ha permesso di raccogliere e condividere le buone pratiche in ambito CLIL;

il programma "eTwinning ", che rende possibili scambi e gemellaggi virtuali tra scuole di paesi diversi, che si confrontano e collaborano su varie tematiche, tra cui il CLIL.

Il profilo del docente CLIL è caratterizzato dal possesso di competenze linguistico-comunicative nella lingua straniera veicolare di livello C1 e da competenze metodologico-didattiche acquisite al termine di un corso di perfezionamento universitario del valore di 60 CFU per i docenti in formazione iniziale e di 20 CFU per i docenti in servizio.
Questa metodologia si sta diffondendo in maniera capillare in Europa, come testimoniano il Rapporto EurydiceKeydata on Languages at school in Europe (2012) e la Raccomandazione della Commissione Europea Rethinking Education (2012), nei quali la competenza linguistica in lingua straniera è definita una dimensione chiave per la modernizzazione dei sistemi di istruzione europei e la metodologia CLIL è rappresentata come il motore del rinnovamento e del miglioramento dei curricoli scolastici.

L'Indire è, inoltre, il rappresentante italiano di EUN - European Schoolnet , il Consorzio costituito dalla rete di 31 Ministeri europei dell'Istruzione, che promuove una serie di iniziative e progetti su una vasta gamma di tematiche sullo sfondo dell'internazionalizzazione e dell'innovazione, tra cui anche l'insegnamento di contenuti disciplinari in lingua straniera, soprattutto delle discipline STEM (Science, Technology, Engineering, Maths) con l'impiego delle tecnologie multimediali e multimodali.

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Il termine CLIL, introdotto da David Marsh e Anne Maljers nel 1994, è l'acronimo di Content and Language Integrated Learning, apprendimento integrato di contenuti disciplinari in lingua straniera veicolare. La Legge di Riforma della Scuola Secondaria di secondo grado avviata nel 2010 ha introdotto l'insegnamento in lingua veicolare anche negli ordinamenti scolastici italiani.

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Welcome!!!

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before the holidays

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