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Research Article

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.

Keywords: Educational Linguistics. Inclusive Language Education. CLIL. Teacher training.

Language: it

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

permalink: http://doi.org/10.30687/ELLE/2280-6792/2020/02/007

Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License 

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