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Papers by Renata Agolli

"These are the days of the curriculum vitae, rather than the dolce vita" (Coughlan, 2012).

The present article focuses on the exploration of the theoretical facets of TBLT vis-à-vis the ve... more The present article focuses on the exploration of the theoretical facets of TBLT vis-à-vis the very concept of task, as well as its underpinning phases, traits and principles. It does further elaborate on the benefits and drawbacks emanating from its actual implementation through pinpointing its feasibility and functionality highlighting the stance and role of educators.

ABSTRACT This paper aims to introduce pre-CLIL through the CLSL (content & languages [L1/L2] s... more ABSTRACT
This paper aims to introduce pre-CLIL through the CLSL (content & languages [L1/L2] shared learning) model, which operates as a bridge for a full CLIL immersion. It analyses the characteristics of this new learning model that springs up from immanent needs of Italian educational reality by reporting results on the way content and language develop in a translanguaging pattern. It further discusses the impact it may have on a national and international level by observing that the gradual nuances of pre- CLIL tend to soothe and mainly vivify the learning experience. At the same time the stakeholders’ voices extend the role of the CLSL model by giving life to a democratic and diversified learning that can perceive the alternative CLIL practice in a tripartite mode. CLSL emerges as a dynamic phase that enhances inter-content and linguistic competences by rendering language and content learning through code-switching dialogic and participatory instigating a new inter-learning experience.
Keywords:
CLSL model; translanguaging; language brokering; learning framework; inter-learning; pedagogical alertness.

RESUMEN
Este papel tiene como objetivo introducir pre-AICLE través del modelo CLSL (contenido y las lenguas [L1/L2] aprendizaje compartido), que funciona como un puente para una inmersión AICLE completa. Se analizan las características de este nuevo modelo de aprendizaje que surge de las necesidades inmanentes de la realidad educativa italiano por informar de los resultados sobre el contenido y la forma de lenguaje se desarrollan en un patrón translingüísmo. Se discute aún más el impacto que pueda tener en el ámbito nacional e internacional mediante la observación de que los matices graduales del pre-AICLE tienden a calmar y vivificar la experiencia de aprendizaje. Al mismo tiempo, las voces de los actores amplían el papel del modelo CLSL dando vida a un aprendizaje democrático y diversificado que puede percibir la práctica AICLE alternativa en un modo tripartito. CLSL surge como una fase dinámica que mejora entre contenido y competencias lingüísticas por la prestación de lenguaje y contenido de aprendizaje a través de código de conmutación dialógica y participativa instigar una nueva experiencia de interaprendizaje.

Palabras Claves:
Modelo CLSL; translingüismo; intermediación lingüística; marco de aprendizaje; interaprendizaje; alerta pedagógica.

A penetrating Content and Language Integrated Learning (CLIL) praxis in Italian mainstream educat... more A penetrating Content and Language Integrated Learning (CLIL) praxis in Italian mainstream education: Stemming novelties and visions Εξερεύνηση της εφαρμογής της Ολοκληρωμένης Εκμάθησης Περιεχομένου και Γλώσσας (ΟΕΠΓ/CLIL) στο γενικό Ιταλικό εκπαιδευτικό σύστημα: Απορρέουσες καινοτομίες και οπτικές Renata AGOLLI This research purports to highlight Content and Language Integrated Learning (CLIL) effectiveness in Italian mainstream education, as to implementation format, competences and affective factors pinpointed. The crux of the study is closely related to any concurrent local, or global socio-cultural developments reflecting the necessity to conform pedagogical choices to imminent social trends. The research in an upper secondary school in Rome, Italy, demonstrates that learners embrace choices pertinent to their sphere of interest, which are tailor-made and carefully perceived. Italian learners seem to be ready to experience a full CLIL version, as juxtaposed to prevailing national hybrid CLIL forms. The study moreover endorses the view that CLIL is an intriguing learning experience, which offers opportunities for the cultivation of multiple competences by motivating learners and augmenting their volition and sense of self-efficacy creating integral learning personalities.  Η παρούσα μελέτη αποσκοπεί να ερευνήσει τnν αποτελεσματικότητα της Ολοκληρωμένης Εκμάθησης Περιεχομένου και Γλώσσας (ΟΕΠΓ/Content and Language Integrated Learning/CLIL) στη δευτεροβάθμια ιταλική εκπαίδευση, ως προς τον τύπο εφαρμογής, τις δεξιότητες και τους απορρέοντες συναισθηματικούς παράγοντες. Η ουσία της μελέτης είναι άρρηκτα συνδεδεμένη με όποιες τοπικές η' παγκόσμιες κοινωνικοπολιτιστικές εξελίξεις αντικατοπτρίζοντας την αναγκαιότητα για συμμόρφωση των παιδαγωγικών επιλογών στις επικείμενες κοινωνικές τάσεις. Η έρευνα σε ένα Ιταλικό σχολείο δευτεροβάθμιας εκπαίδευσης έδειξε πως οι μαθητές υιοθετούν επιλογές σχετικές με τη σφαίρα του ενδιαφέροντός τους, οι οποίες έχουν συλληφθεί και προσαρμοστεί προσεχτικά. Οι Ιταλοί μαθητές δείχνουν έτοιμοι να βιώσουν μία πλήρη εκδοχή του CLIL, σε αντίθεση με την πλειονότητα των εθνικών υβριδίων τύπων του. H μελέτη ενισχύει την επικρατούσα άποψη Agolli / Research Papers in Language Teaching and Learning 4 (2013) 138-157 139 πως το CLIL είναι μία ενδιαφέρουσα μαθησιακή εμπειρία, που προσφέρει ευκαιρίες για την καλλιέργεια πολυπληθών ικανοτήτων παρακινώντας τους μαθητές και αυξάνοντας την μαθησιακή βούληση και το αίσθημα αυτοεκπλήρωσης αυτών επισημαίνοντας την ακέραιη μαθησιακή προσωπικότητα που αναπτύσσεται.

Information Computer Technology (ICT) "has pervaded almost every orifice of modern society" trans... more Information Computer Technology (ICT) "has pervaded almost every orifice of modern society" transcending any cultural, physical and spatial borders (Sen & Neufeld,). The World Wide Web offers a rich bounty for ESL / EFL teachers and learners and one of the pioneering methods is Webquests, which "as an inquiry-oriented activity" meets the goals of technology education, which are directed at long-term learning and programmatic outcomes (Ritz [11]). The present paper purports to delineate WebQuest as an activity rife with discovery paths aiming to process and extend novel information, refuting the claim that a WebQuest may just be a relic of the 20th century (Gaskill et al,).

Conference Presentations by Renata Agolli

"Teacher-Researchers in Action" Conference, Izmir, Turkey, 2014.

"CLIL Conference", Ustron, Poland, 2013.

TESOL Macedonia-Thrace, 20th National Convention, Thessaloniki, Greece, 2013.

"ELF6 Conference", Roma Tre University, Rome, Italy, 2013

47th Annual International IATEFL Conference, Liverpool, UK, 2012

"Language Landscapes', TESOL Italy 37th National Convention, Rome, Italy, 2012.

ICT International Conference, Florence, Italy, 2011.

Book Reviews by Renata Agolli

"These are the days of the curriculum vitae, rather than the dolce vita" (Coughlan, 2012).

The present article focuses on the exploration of the theoretical facets of TBLT vis-à-vis the ve... more The present article focuses on the exploration of the theoretical facets of TBLT vis-à-vis the very concept of task, as well as its underpinning phases, traits and principles. It does further elaborate on the benefits and drawbacks emanating from its actual implementation through pinpointing its feasibility and functionality highlighting the stance and role of educators.

ABSTRACT This paper aims to introduce pre-CLIL through the CLSL (content & languages [L1/L2] s... more ABSTRACT
This paper aims to introduce pre-CLIL through the CLSL (content & languages [L1/L2] shared learning) model, which operates as a bridge for a full CLIL immersion. It analyses the characteristics of this new learning model that springs up from immanent needs of Italian educational reality by reporting results on the way content and language develop in a translanguaging pattern. It further discusses the impact it may have on a national and international level by observing that the gradual nuances of pre- CLIL tend to soothe and mainly vivify the learning experience. At the same time the stakeholders’ voices extend the role of the CLSL model by giving life to a democratic and diversified learning that can perceive the alternative CLIL practice in a tripartite mode. CLSL emerges as a dynamic phase that enhances inter-content and linguistic competences by rendering language and content learning through code-switching dialogic and participatory instigating a new inter-learning experience.
Keywords:
CLSL model; translanguaging; language brokering; learning framework; inter-learning; pedagogical alertness.

RESUMEN
Este papel tiene como objetivo introducir pre-AICLE través del modelo CLSL (contenido y las lenguas [L1/L2] aprendizaje compartido), que funciona como un puente para una inmersión AICLE completa. Se analizan las características de este nuevo modelo de aprendizaje que surge de las necesidades inmanentes de la realidad educativa italiano por informar de los resultados sobre el contenido y la forma de lenguaje se desarrollan en un patrón translingüísmo. Se discute aún más el impacto que pueda tener en el ámbito nacional e internacional mediante la observación de que los matices graduales del pre-AICLE tienden a calmar y vivificar la experiencia de aprendizaje. Al mismo tiempo, las voces de los actores amplían el papel del modelo CLSL dando vida a un aprendizaje democrático y diversificado que puede percibir la práctica AICLE alternativa en un modo tripartito. CLSL surge como una fase dinámica que mejora entre contenido y competencias lingüísticas por la prestación de lenguaje y contenido de aprendizaje a través de código de conmutación dialógica y participativa instigar una nueva experiencia de interaprendizaje.

Palabras Claves:
Modelo CLSL; translingüismo; intermediación lingüística; marco de aprendizaje; interaprendizaje; alerta pedagógica.

A penetrating Content and Language Integrated Learning (CLIL) praxis in Italian mainstream educat... more A penetrating Content and Language Integrated Learning (CLIL) praxis in Italian mainstream education: Stemming novelties and visions Εξερεύνηση της εφαρμογής της Ολοκληρωμένης Εκμάθησης Περιεχομένου και Γλώσσας (ΟΕΠΓ/CLIL) στο γενικό Ιταλικό εκπαιδευτικό σύστημα: Απορρέουσες καινοτομίες και οπτικές Renata AGOLLI This research purports to highlight Content and Language Integrated Learning (CLIL) effectiveness in Italian mainstream education, as to implementation format, competences and affective factors pinpointed. The crux of the study is closely related to any concurrent local, or global socio-cultural developments reflecting the necessity to conform pedagogical choices to imminent social trends. The research in an upper secondary school in Rome, Italy, demonstrates that learners embrace choices pertinent to their sphere of interest, which are tailor-made and carefully perceived. Italian learners seem to be ready to experience a full CLIL version, as juxtaposed to prevailing national hybrid CLIL forms. The study moreover endorses the view that CLIL is an intriguing learning experience, which offers opportunities for the cultivation of multiple competences by motivating learners and augmenting their volition and sense of self-efficacy creating integral learning personalities.  Η παρούσα μελέτη αποσκοπεί να ερευνήσει τnν αποτελεσματικότητα της Ολοκληρωμένης Εκμάθησης Περιεχομένου και Γλώσσας (ΟΕΠΓ/Content and Language Integrated Learning/CLIL) στη δευτεροβάθμια ιταλική εκπαίδευση, ως προς τον τύπο εφαρμογής, τις δεξιότητες και τους απορρέοντες συναισθηματικούς παράγοντες. Η ουσία της μελέτης είναι άρρηκτα συνδεδεμένη με όποιες τοπικές η' παγκόσμιες κοινωνικοπολιτιστικές εξελίξεις αντικατοπτρίζοντας την αναγκαιότητα για συμμόρφωση των παιδαγωγικών επιλογών στις επικείμενες κοινωνικές τάσεις. Η έρευνα σε ένα Ιταλικό σχολείο δευτεροβάθμιας εκπαίδευσης έδειξε πως οι μαθητές υιοθετούν επιλογές σχετικές με τη σφαίρα του ενδιαφέροντός τους, οι οποίες έχουν συλληφθεί και προσαρμοστεί προσεχτικά. Οι Ιταλοί μαθητές δείχνουν έτοιμοι να βιώσουν μία πλήρη εκδοχή του CLIL, σε αντίθεση με την πλειονότητα των εθνικών υβριδίων τύπων του. H μελέτη ενισχύει την επικρατούσα άποψη Agolli / Research Papers in Language Teaching and Learning 4 (2013) 138-157 139 πως το CLIL είναι μία ενδιαφέρουσα μαθησιακή εμπειρία, που προσφέρει ευκαιρίες για την καλλιέργεια πολυπληθών ικανοτήτων παρακινώντας τους μαθητές και αυξάνοντας την μαθησιακή βούληση και το αίσθημα αυτοεκπλήρωσης αυτών επισημαίνοντας την ακέραιη μαθησιακή προσωπικότητα που αναπτύσσεται.

Information Computer Technology (ICT) "has pervaded almost every orifice of modern society" trans... more Information Computer Technology (ICT) "has pervaded almost every orifice of modern society" transcending any cultural, physical and spatial borders (Sen & Neufeld,). The World Wide Web offers a rich bounty for ESL / EFL teachers and learners and one of the pioneering methods is Webquests, which "as an inquiry-oriented activity" meets the goals of technology education, which are directed at long-term learning and programmatic outcomes (Ritz [11]). The present paper purports to delineate WebQuest as an activity rife with discovery paths aiming to process and extend novel information, refuting the claim that a WebQuest may just be a relic of the 20th century (Gaskill et al,).

"Teacher-Researchers in Action" Conference, Izmir, Turkey, 2014.

"CLIL Conference", Ustron, Poland, 2013.

TESOL Macedonia-Thrace, 20th National Convention, Thessaloniki, Greece, 2013.

"ELF6 Conference", Roma Tre University, Rome, Italy, 2013

47th Annual International IATEFL Conference, Liverpool, UK, 2012

"Language Landscapes', TESOL Italy 37th National Convention, Rome, Italy, 2012.

ICT International Conference, Florence, Italy, 2011.