La rivisitazione del curriculo in ottica CLIL

« previous chapter | next chapter »

Iscriviti alla newsletter

DC Field	Value
dc.identifier	ECF_chapter_1817
dc.contributor.author	Menegale Marcella
dc.title	La rivisitazione del curriculo in ottica CLIL
dc.type	Chapter
dc.language.iso	it
dc.description.abstract	The integration of CLIL programmes in the curriculum implies substantial choices that each teacher often performs individually, in the absence of ministerial directives that indicate which topics or contents to focus on. The present study aimed at investigating how CLIL teachers are addressing this need, what kind of factual selection they make both at the level of the disciplinary syllabus and at the level of the general curriculum, what guides their choices and what their motivations are. The objective of the research was to possibly identify commonalities that could sustain new CLIL teachers in their future curricular planning.
dc.relation.ispartof	Studi e ricerche
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.issued	2018-05-15
dc.identifier.uri	http://edizionicafoscari.it/en/edizioni4/libri/978-88-6969-228-4/la-rivisitazione-del-curriculo-in-ottica-clil/
dc.identifier.doi	10.30687/978-88-6969-227-7/032
dc.identifier.issn	2610-993X
dc.identifier.eissn	2610-9123
dc.identifier.isbn	978-88-6969-228-4
dc.identifier.eisbn	978-88-6969-227-7
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
item.fulltext	with fulltext
item.grantfulltext	open
dc.peer-review	yes
dc.subject	Content and Language integrated learning
dc.subject	Content and Language integrated learning
dc.subject	Content subject teacher
dc.subject	Content subject teacher
dc.subject	Integrated curriculum
dc.subject	Integrated curriculum
dc.subject	Team teaching
dc.subject	Team teaching

Chapter
open access peer reviewed

La rivisitazione del curriculo in ottica CLIL

Marcella Menegale Università Ca’ Foscari Venezia, Italia

VIEW PDF DOWNLOAD PDF

abstract

The integration of CLIL programmes in the curriculum implies substantial choices that each teacher often performs individually, in the absence of ministerial directives that indicate which topics or contents to focus on. The present study aimed at investigating how CLIL teachers are addressing this need, what kind of factual selection they make both at the level of the disciplinary syllabus and at the level of the general curriculum, what guides their choices and what their motivations are. The objective of the research was to possibly identify commonalities that could sustain new CLIL teachers in their future curricular planning.

Published

May 15, 2018

Language

ISBN (PRINT)

978-88-6969-228-4

ISBN (EBOOK)

978-88-6969-227-7

Keywords: Content and Language integrated learning • Team teaching • Integrated curriculum • Content subject teacher

permalink: http://doi.org/10.30687/978-88-6969-227-7/032

Copyright: © 2018 Marcella Menegale. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

References to this chapter

How to cite