task 1 by antonella murasecco https://padlet.com/muraseccoanto/tz2m06hctu68 My reflections en-us 2019-03-13 18:14:11 UTC 2019-09-24 10:00:39 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Lightdecrease.png The analysis of the documents available has led me to reflect on how CLIL methodology is used in my school. Since it seemed immediately evident to me that the experimentation of this new methodology presents few cases related to my teaching discipline (business economics) I believe it is essential for me to study the theories underlying this recent teaching methodology. In 1994 Marsh has given the definition of CLIL: “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”. The principles underlying the CLIL are attributable to “The role of forgetting”(Krashen), which means that people learn more when they forget they are learning, the concept of authenticity of task and language and scaffolding, meaning the teacher supports the learner in learning (learning to learn). The use of a foreign language in a technical subject along with interactive methods, cooperative learning among students and new technologies, that are elements typical of CLIL, increase motivation to learn and for this reason I think it could be more widely used in Italian schools. Despite the fact that the teacher training process is being completed but does not yet cover a significant number of them, the expert CLIL applied to new technologies, Prof. Cinganotto, pointed out that in the eyes of Europe Italy is a step forward compared to other countries as it has made CLIL obligatory in all schools. The European Commission, in fact, has modified the first of the 8 key competences, mentioning linguistic ability instead of the one in the mother tongue. She showed us a large number of Open Educational Resources to use in class with students and make the lesson more engaging, with the aim of putting students at the center of teaching. According to the classroom principles contained in the slides “The development of language skills in the clil” a CLIL lesson cannot be reduced to a subject lesson transmitted in a foreign language, because in CLIL Content, Communication, Cognition and Culture are all combined as Coyle said in 1999. CLIL is a midpoint between language and subject and the realization of a CLIL lesson must necessarily be adapted to the levels of linguistic ability of the students so that the use of mother language is aimed at being around 20% with the possibility of being increased in case of necessity. Since the work of the teacher shouldn’t just be to correct a mistake but to show examples of correct uses of collocations. Another good practice in CLIL lessons is not to explain what the difference between the meanings of two words is, but to give contextualized examples of each word. To be effective, the CLIL lesson also requires multidisciplinarity or at least the collaboration between the teacher of the discipline and the teacher of the foreign language. Unfortunately collaboration between teachers is not always possible, one of the causes being the fact that the foreign language teacher can feel "threatened" by the colleague who could invade his disciplinary field and this may constitute an obstacle to the full application of the CLIL methodology in our schools. In my opinion it is therefore necessary to ensure correct dissemination through training courses extended to all teachers of what this new teaching methodology actually represents. The CLIL therefore is a great opportunity to renew the Italian school and put learners at the centre of the learning process with the use of new technologies in multidisciplinary fields. muraseccoanto https://padlet.com/muraseccoanto/tz2m06hctu68/wish/388710201 2019-09-24 10:00:39 UTC https://padlet.com/muraseccoanto/tz2m06hctu68/wish/388710201