Informe de investigación CLIL

Research about CLIL run both at academic level and on behalf of international bodies at European level investigated implications of using this approach in teaching from many points of views, but generally analysing the implications for linguistic teaching/learning. The fact that language learning does not happen only in the language curriculum but also when learning a subject is now accepted by anyone. CLIL is the most well-known form of external plurilingualism (Vollmer, 2006) that develops when a learner conceptualizes content in a language that is not his/her mother tongue. This conceptual alphabetization as well as the linguistic and discourse competencies related to it do not develop automatically and it is necessary for the teacher to use specific strategies and to propose activities aimed at meeting these objectives.

This implies that a subject teacher using a CLIL approach needs to have specific competencies that allow her/him to act adequately and to be aware of these additional aims.

Objective of the research we are running in Italy and Spain is to investigate which competencies CLIL subject teachers have or perceive to have and how and where (in which context, formal, informal, non-formal) they acquired them.

By now we gathered 140 questionnaires and we are analyzing them in order to identify crucial issues that can be further investigated in individual interviews and focus groups that will follow out in autumn. We think that this seminar is a good opportunity to present our first results and to discuss them with colleagues at international level.