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1
CLIL/Emile in Italy:
a real driver for lifelong learning.
Gisella Langé
ALTE Conference Paris, April 10th, 2014
Ministero dell’Istruzione,
dell’Università e della Ricerca
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Gisella Langé 2014 2
Preliminary statements
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Gisella Langé 2014 3
CLIL is not only for English…
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CLIL
Content and Language Integrated Learning
EMILE
Enseignement d’une Matière per l’Intégration d’une
Langue Etrangère
AICLE
Aprendizaje Integrado de Conocimientos
Curriculares y Lenguas Extranjera
FAUA Fremdsprache als Unterrichts- und Arbeitssprache
In Italy: CLIL 4
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Gisella Langé 2014 5
CLIL is a quality change
agent…
It is an innovative methodology
favouring
• competence based learning/teaching
• learner autonomy
Evolution…
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Gisella Langé 2014
It is designed to change
thinking…
It favours creativity
It requires action
It asks for functional learning spaces
CLIL is… cool
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‘In less than fifty years, bilingualism and
bilingual education have shifted from
almost complete rejection to becoming
part of the EU’s mainstream
recommendations for the 21st century’.
(Van de Craen, 2007)
7
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David Graddol Clil Debate - The Guardian January - May 2005 My feeling is that it may actually take 30 or 40 years for a country to really to pull this one off.
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Four focuses
1. The beginning of CLIL in Italy
2. Mainstreaming and implementing CLIL
3. The Education Reform Act (Law 53/2003)
4. Initial and In-service CLIL Teacher Training
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1. The beginning of CLIL in Italy
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11
Looking back...
1998: designing Progetto Lingue 2000
(a) to develop communicative competence
(b) to develop standards linked to the CEFR
(c) to certify students’ achievements
(d) to provide professional development support for teachers.
1999: training FL trainers with pilot copies of the CEFR
2001: use of language certifications in schools
2002: first validated ELPs in Italy
2003: Education Reform Law
2005 - 2010: implementation documents and actions for ERL
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• No centralized CLIL actions
• No national document
• No monitoring at national
level of CLIL of initiatives
• No framework for the
training of CLIL teachers
organized
YET • Many regional projects
• Many school networks
• Many European projects
• Projects organized by
Cultural Agencies (Goethe,
Centre Français,…)
• CLIL materials offered on
the national INDIRE
platform
CLIL in ITALY
in 2008
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2. Mainstreaming and
implementing CLIL
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… widening access and scope
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… broadening of CLIL practice
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Gisella Langé 2014 15
CLIL/Emile is becoming an
essential part of mainstream
education as it enables
integration within the
curriculum and assists cross-
section and cross-curricular
dialogue, thus offering an
example of an innovative
educational model.
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Four Key Areas :
A. Support from stakeholders
B. Curriculum Innovation
C. Human resources
D. Material and Financial aspects
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Key Success Factors:
• Positive attitudes
• Motivation
• Qualifications in two types of subjects
(non-language + language)
• Joint pan European diplomas/ certification
• Incentives for teachers
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Managing the change:
• Offer long term training programmes
• Monitor experiences
• Optimize the use of ICT for exchanging
content and language models,
materials, experiences, etc.
• Vertically integrated school curricula
and networks
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3. The Education Reform Act (Law 53/2003)
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School Education Reform
(Law n. 53 / 2003)
• mandatory schooling up to 16 years old
• reorganization of secondary schools
• national guidelines for curricula
• initial teacher training
• school autonomy
• assessment and evaluation system 20 Gisella Langé 2014
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www.istruzione.it
http://hubmiur.pubblica.istruzio
ne.it/web/istruzione/dg-
ordinamenti/clil
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• Improving foreign language learning by starting at an
early age
English as 1st foreign language at primary school
• Improving foreign language learning by focusing on
meaningful contents
• Promotion and expansion of CLIL/bilingual courses
• Improvement of intercultural competences in international
cooperation (e.g school exchange, educational stays,
international projects, internships)
• International language certificates, language competitions
and other foreign language projects
Foreign language learning in Italy:
22
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Gisella Langé 2014 23
Setting standards for foreign languages...
Primary (students aged 6 -11): Level A1
Lower Secondary (students aged 11-14): Level A2
Upper Secondary
Students aged 14 - 16: Level B1
Students aged 16 – 19: Level B 2
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Strategic objectives
Developing a competence based approach
Fostering innovative methodologies (CLIL, NT…)
Training trainers and teachers
(definition of Profiles for teachers of ALL languages,
common training for teachers of different languages…)
Strengthening Certifications (indicators, benchmarks,…)
Activating Plurilinguism…
24 Gisella Langé 2014
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CLIL mandatory
in the last year of
Secondary Schools
(students aged 14- 19)
25
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REGULATIONS for “Licei” and
“Istituti Tecnici” (Upper Secondary Schools) (President of the Italian Republic Decree dated March 15, 2010)
Teaching a non-linguistic subject
in all Licei and Istituti Tecnici: in year 5
Tecnici: English
Licei: the foreign language is not stated
• Liceo Linguistico
from year 3 for one FL
from year 4 for a different FL
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Which teachers?
Subject teachers
Which subjects???
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All the subjects taught in the last year of
Licei Tecnici
History Technical subjects
History of Art
Philosophy
Mathematics
Physics Chemistry
Natural Sciences
Physical Education… Gisella Langé 2014
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Implementa
tion in all
year 5 of
Licei and
Istituti Tec
2013/14
2003
Law 53
2010 2012/13
Regu
lations
1st CLIL
imple
menta
tion in
year 3 of
Licei
Lingui
stici
for FL1
New
Licei
&
Istitu
ti Tec
2nd CLIL
imple
menta
tion in
year 4 of
Licei
Lingui
Sti
for FL2
2014/15
20010/11
29
CLIL timeline in Italy
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Monitoring implementation…
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L’introduzione della metodologia
CLIL
nei Licei Linguistici
Ministero dell’Istruzione, dell’Università e della Ricerca
Dipartimento per l’Istruzione
Direzione Generale per gli Ordinamenti Scolastici e per l’Autonomia Scolastica
Roma , MIUR, Sala della Comunicazione, 5 marzo 2014
Monitoring Report march 2014
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Il progetto di monitoraggio I FASE
Sett-Dic
(2013)
Strumenti: questionario docenti DNL classi terze Licei Linguistici
Somministrazione on-line con supervisione Dirigente Scolastico
II FASE
Mar-Giu
(2014)
Testimonianze
dirigenti scolastici/
docenti DNL (Panel,
Diario on-line,
Questionari)
III FASE
sett-dic
(2014)
Questionario
formazione
universitaria (sedi)
Somministrazione on-
line responsabili
formazione
IV FASE
Marzo-aprile
(2015)
(A campione solo LL)
Prove accertamento
competenze
linguistiche (LS) e
disciplinari CLIL
Ipotesi di piano di monitoraggio
I FASE bis
Sett-Dic
(2014) Strumenti: questionario
docenti DNL classi quarte LL
Somministrazione online con supervisione DS
I FASE ter
Sett-Dic
(2015)
Strumenti: questionario docenti DNL classi quinte LL + altri licei e Ist. Tecnici
Somministrazione online con supervisione DS
A seguire per
3 aa.ss.
Per 2 aa.ss.
Documentazione e
analisi datiA fine di ogni a.s.
1) Report risultati
questionari
2) Documentazione su
piattaforma dedicata
Pag. 10 Gisella Langé 2014
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4. Initial and Inservice
CLIL Teacher Training
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Initial Teacher Training Ministerial Decree n. 249 (September 10, 2010)
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Which competences???
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Linguistic context
Subject context
Metodological/didactic context
Teachers’ Language Level: certified C1
CLIL Teacher Profile
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University improvement course
Basic training activities:
fully integrated methodological and
theoretical aspects
Distinct activities:
vehicular subject methodology
Other activities: CLIL training in schools/
final project 37
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In-service Teacher Training
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A. Language courses
B1 – B2 260 hours
B2 – C1 260 hours
• University Language Centres
• Other Institutions
Training programme for in-service teachers
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Decree April 16, 2012
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B. Methodological CLIL training
in Universities (20 credits)
Basic training activities
Distinct activities
Other activities: CLIL training in schools/
final project
Training programme for in-service teachers
40
Decree April 16, 2012
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‘The supply of (CLIL) teachers, the
quality of their teaching and of teacher
education are crucial in meeting the
demands and challenges of a rapidly
changing society’.
(Coyle, Luxembourg Presidency CLIL Conference, 2005) 41
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Implementation
challenges
42 Gisella Langé 2014
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2013/14
2010/11 2011
2012/13
2014/15
20012/13
43
Planning
and
organizing
training
Checking
Teachers’
language
competen
ces and
language
training
Methodol
ogical
training in
Universiti
es
First
Group of
teachers
in year 3 of
Licei
Linguistici
Second
Group
in year 4 of
Licei
Linguistici
Third group
in year 5 of all
Licei
Linguistici and
Istituti Tecnici
Teacher training Gisella Langé 2014
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Which competences?
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Competences, defined as a combination of
knowledge, skills and attitudes appropriate
to a context , are fundamental
for each individual in the knowledge-based
society.
Competences cannot be related to one
specific subject,
but they involve different aspects,
and are interdependent and transversal.
Gisella Langé 2014 45
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New environments need the cooperation of teachers in building learning pathways. One teacher alone cannot do much... CLIL methodology requires interactions between the FL and the Subject teachers. That's why in Italy we are suggesting schools to build CLIL TEAMS...
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CLIL TEAMS Foreign language teachers Subject teachers Language assistants
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Co-costruction of competences
Competence-based teaching/learning
goals involving problem-posing,
problem-solving skills
Gisella Langé 2014 48
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Any CLIL activity (long or short)
works best if FL and Subject
teachers plan and implement
Learning Units organized on the
basis of the competences that
students should achieve.
Gisella Langé 2014 49
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Teachers of other subjects…
• know what the CEFR is
• show great interest in the way levels and
competences are defined in it
• are willing to improve or learn a Foreign
Language
• are trying to describe and grade competences
for their subjects…
CLIL/EMILE training activities favour awareness
and cooperative work on language learning…
50
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Numbers: 10.000 teachers
Gisella Langé 2014
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Learning communities...
Networks ....
Universities, Schools, Teachers,
Classes, Students...
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• National documents of
reference
• Framework for the training
of CLIL teachers
• Both Centralized and
decentralized CLIL actions
• Monitoring at national level
of CLIL of initiatives
• Many regional projects
• More and more school
networks
• More and more European
projects
• Projects organized by the
Ministry of Education and
Cultural Agencies (Goethe,
Centre Français,…)
• CLIL materials offered on
different platforms
CLIL in ITALY
in 2014
AND
Gisella Langé 2014
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next
Gisella Langé 2014 54
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55
THINKCLIL 2014
August 28 - 30
Conference in VENICE, Italy!!!!
www.unive.it
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56
THINKCLIL 2014
August 28 - 30
Conference in VENICE, Italy!!!!
http://thinkclil2014.unive.it/
Gisella Langé 2014
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Gisella Langé 2014 57
In Italy CLIL is proving to be
a driver of real change
in our educational system and
is positively affecting teacher
education and schools.
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58
The opportunities for professional
development are radically changing our
subject teachers who are improving both their
language competences and their
methodological skills.
“CLIL teams” both in universities and schools
see foreign language professors/teachers,
language assistants and subject
professors/teachers work collaboratively in
designing and implementing integrated
learning pathways.
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Content and language teachers are
…playing the same tune! Gisella Langé 2014
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Grazie per l'attenzione!
www.progettolingue.net Gisella Langé 2014
http://hubmiur.pubblica.istruzione.it/web/
istruzione/dg-ordinamenti/clil