good practices in teacher training prof. carla tosoratti 1
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Good practices in teacher training
Prof. Carla Tosoratti
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English: compulsory From primary to end of secondary (6 to
19) Junior School (11-14): two foreign
languages (English and French/Spanish/German)
Two or three foreign languages in some secondary schools (14-19)
Prof. Carla Tosoratti
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A lot of CLIL projects started in the 1990s, mainly in secondary schools
New School Reform: 5th year of secondary -one subject is taught in a foreign language
Taught by subject teachers
Prof. Carla Tosoratti
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CLIL first pioneered in technical schools (ITI Malignani and ITC Zanon, Udine)
CLIL local network in Udine Regional School Authority Office
encouraged dissemination of practices and training
CLIL network in Friuli Venezia Giulia
Prof. Carla Tosoratti
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Province of Gorizia: area of bilingualism and minority language
2002: a group of secondary school teachers of English decided to set up a CLIL project in two technical and vocational schools
Informal meetings followed to lay the foundations of the project
Prof. Carla Tosoratti
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Teachers expressed a wish to improve their knowledge of English or attend English classes
Some could already speak English fluently, and wanted to “do something new” in class
Prof. Carla Tosoratti
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It is like “starting afresh “ To enhance interaction and
communication To foster interdisciplinarity To give students (and myself) the
opportunity of improving their (our) L2 skills
Prof. Carla Tosoratti
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Informal chats with colleagues during school break to get to know their views
Non-language teachers were then asked to join the project “officially” by filling in a questionnaire
The project was then approved by most local secondary schools which set up a network
Prof. Carla Tosoratti
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Trainers are: L2 teachers with experience in
training Main tasks:1. Organize and run CLIL courses2. Collect resources3. Monitor and share experience4. Maintain contacts
Prof. Carla Tosoratti
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1. Help learners find specific materials in L2
2. Encourage colleagues to produce their own activities
3. Help learners to prepare lessons4. Keep records of CLIL products5. Be ready to support colleagues
Prof. Carla Tosoratti
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Non-language teachers: initial L2 test to assign them to groups
Ideal number of trainees per course: 12 - 15
Learners’ competence should be at least B1
They should be aware of what kind of long-term involvement the project requires
Prof. Carla Tosoratti
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Main phases: CLIL course: language and CLIL
methodology course Self-study/group study: finding resources
and materials; lesson preparation Language course abroad (LLP, Comenius) Subject-specific workshops Seminars at local and regional level
Prof. Carla Tosoratti
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Minimum 30 hours Both language and CLIL methodology Based on “tasks” which both develop
L2 and get students familiarize with new teaching strategies and activities
Encourage pair and group work Use both language course and
authentic content materials from the beginning
Prof. Carla Tosoratti
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Reading comprehension: 1. Questionnaire2. True/false3. Pre-reading and while-reading
discussion4. Vocabulary: explain terms using L2,
give opposites/synonyms5. Chart completing
Prof. Carla Tosoratti
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Reporting texts/situations Note taking Role playing Problem solving Summarizing Micro-lessons Listening comprehension
Prof. Carla Tosoratti
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Regular reading of content-related texts and materials
Creation of specific glossary Development of L2 communicative skills Lesson preparation: choice of
content/creation of activities Self-analysis… Regular contact with trainer and other
colleagues
Prof. Carla Tosoratti
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The CLIL teacher: May find it “unnatural” using L2 – afraid
of making mistakes May feel L2 methodology too distant
from his/her own teaching habits Tends to focus on quantity of content
given Might feel isolated among other teachers
Prof. Carla Tosoratti
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Have CLIL learners observe peers’ lessons and fill in grids
Analyse observation grids Discuss in plenary after lesson Examine both quality of content and
class interaction Have learners share feelings
Prof. Carla Tosoratti
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Compulsory attendance of language and methodology courses run by university
Full implementation of Secondary School Reform
CLIL in junior and primary schools to enhance language learning
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