Home > Catalogue > EL.LE > 9 | 2 | 2020 > Educazione linguistica inclusiva e CLIL
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Educazione linguistica inclusiva e CLIL

Uno studio di caso di docenti in formazione

Marco Mezzadri    Università degli Studi di Parma, Italia    

Giulia Tonelli    Università degli Studi di Parma, Italia    

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abstract

This article is based on a case study founded on data collected from a number of teachers undergoing specific training in courses aimed at qualifying candidates to teach through CLIL methodology. This was done with a survey focused on how content area teachers’ awareness develops as regards language education issues, with particular reference to inclusive language education. The main focus of the research covered two aspects: self-assessment of language education methodological competences and the perception of the need for further methodological training. The work illustrates the results gathered on both issues, whereas the results just regarding the former have been presented in another article. The longitudinal study carried out boosted considerations concerning both the specific case study and a wider vision of the general field of inclusive language teaching. In order to do so, the article considers some preliminary epistemological remarks on inclusive language teaching and the nature of the language for study purposes. It was through this initial work on both theoretical and practical aspects that the questionnaire distributed to the sample could provide examples of a diffused presence of competences in the CLIL teacher which can be referred to inclusive language education issues.

Published
Sept. 30, 2020
Accepted
Aug. 7, 2020
Submitted
June 29, 2020
Language
IT

Keywords: Teacher trainingCLILEducational LinguisticsInclusive Language Education

Copyright: © 2020 Marco Mezzadri, Giulia Tonelli. 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.