From Training to Practice
Designing CLIL Units in Primary Education Lesson Planning as a Pedagogical Outcome
Abstract
This study explores a CLIL teacher training course at the University of Palermo, Italy, for preschool and primary educators. Using a qualitative approach, it analyzes final teaching units to assess participants’ understanding of CLIL. The analysis focused on integrating content and language objectives, scaffolding, learner autonomy, and inclusive practices. The study offers critical insight into how targeted, practice-based professional development can address systemic challenges to produce pedagogically sound and adaptable CLIL materials in resource-constrained, monolingual settings.
Presentato: 14 Ottobre 2025 | Accettato: 18 Marzo 2026 | Pubblicato 27 Aprile 2026 | Lingua: en
Keywords Lesson plan • EFL • Teachers’ practices • Primary school • CLIL
Copyright © 2026 Marianna Lya Zummo. 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.
Permalink http://doi.org/10.30687/ELLE/2280-6792/2026/01/001