Maria Elisabetta Porcedda - Academia.edu (original) (raw)
Conference Presentations by Maria Elisabetta Porcedda
Llibre d’actes FIET2021:La investigació i la innovació en Tecnologia Educativa a l’era digital, 2022
Content and Language Integrated Learning (CLIL) is a meaningful and participatory multilingual en... more Content and Language Integrated Learning (CLIL) is a meaningful and participatory multilingual environment for teaching and learning, highly recommended by European Directives for students to achieve holistic knowledge along with 21st century skills.
The inherent complexity of it has not yet led to a precise and widely accepted evaluation, apart from the suggestion of multi-layered formative assessment through rubrics, often recommended for self-assessment as well. But students claim to participate to their formative and summative evaluations, as Student Voice movement has indicated.
This paper reports on attempts at participatory narrative evaluation in an online technological CLIL project during this year's Covid-lockdown period. Participants were 22 final year students from a Linguistic Liceo in Italy, the author and another History teacher. After an initial self-presentation, they were constantly invited to write a logbook, often disregarded, and to orally give their judgement on their work; at the end of each module, a journal was administered, but partially disregarded; conversely, the final discussion on the pros and cons of the project and the strengths and weaknesses of the work was absolutely welcomed. This clearly shows the need to give a dialogic, oral dimension to narrative evaluation, not perceived whether top-down tools are introduced.
Conference Proceedings - Innovation in Language Learning - 14th International Conference, 2021
This paper is aimed at clarifying whether CLIL should adopt a specific pedagogy, as often implied... more This paper is aimed at clarifying whether CLIL should adopt a specific pedagogy, as often implied in the literature, like the primary Social-Constructivism, or whether both the same literature and practitioners would pave the way for the adoption of CLIL as an open environment for various pedagogies. Indeed, this question seems crucial, because, if different pedagogies are known by teachers, CLIL would become flexible to the needs of different stakeholders in practice. Moreover, CLIL teacher training should include this broad pedagogical competence, converging with that concerning different linguistic approaches, in order to make teachers aware of their options in relation to the needs of their classroom. An earlier study on the training gaps of CLIL teachers indicated a great need for pedagogical foundations and then specifically for pedagogy and didactics for CLIL. Based on these findings, there was the preparatory training of three groups of teachers from three Italian Licei Linguistici, engaged in critical participatory action research, left free in their pedagogical and linguistic choices for their implementations, alone or through teams, after a blended short training. During their implementations, they varied the pedagogy along with the linguistic approaches to CLIL depending on the attitudes of their students, their own or those of the team involved, confirming the rare voice of practitioners in the literature and calling for this broader possibility, in contrast to the majority of CLIL research which tends to recommend one specific pedagogy or another.
Florence Conference Proceeding: Innovation in Language Learning, 2019
The present study is a part of a broader research about the implementation of CLIL in Italy throu... more The present study is a part of a broader research about the implementation of CLIL in Italy through ICTs, aimed at spreading this approach among mainly non-linguistic Secondary school teachers, in particular from Linguistic Licei, where CLIL is compulsory from the third year. With this aim, according to a review of the literature and the European Directives, which point out engaging results for involving non-linguistic subject teachers and encourage their collaboration with foreign language teachers, a guided CLIL intervention has been proposed in two Linguistic Liceo in Cagliari (Italy). The CLIL microteaching of ten volunteer teachers has been monitored by the authors for two hours per teacher of their implementation, through a grid, which will be illustrated. It can be regarded as a tool both for CLIL inexperienced teachers, to adapt their lessons to essential elements, according to the literature (such as the length of inputs, the interaction in foreign language and the use of codeswitching, the use of online tools and so on), and for monitoring and tutoring CLIL implementations, in order to detect specific training needs. Indeed, video or audio recordings, suggested with the same aim, are often not welcomed by teachers during their lessons and our grid tries to answer the need to register several aspects during their CLIL practice and their results, so as to learn from mistakes with colleagues.
Papers by Maria Elisabetta Porcedda
Content and Language Integrated Learning (CLIL) was born in the '90s, explicitly aimed at fosteri... more Content and Language Integrated Learning (CLIL) was born in the '90s, explicitly aimed at fostering the European multilingualism at school, by means of the embedding content and foreign/minority languages, whose implementation non-linguistic subject teachers have been the only main characters for a long time. As a matter of fact, by now CLIL does not seem to be as widespread as wished in the European schools, often because it is not seen as an opportunity for teachers, but as a demanding topdown policy, both in training them and in workload for them. So, it is not perceived primarily in its global importance for a new kind of schooling, in which multilingualism is part of the holistic knowledge required to students of the XXI century, not the only real aim of CLIL, as the almost exclusively interest in it of the Foreign Languages (FLs) and Applied Linguistics Departments could demonstrate. The research took into consideration especially the subject of History, at the basis of the European Union and its citizenship, because, thanks to its cross-curricula topics, and to its techniques and activities, which foster High Order Thinking Skills' (HOTS) development for students (Coyle, 2015), and language learning as well (Marsh, 2012), in Europe it is the first subject implemented through CLIL. Techno-CLIL a , namely CLIL through the adoption of ICTs, is also suggested as answer to the common students' need of new approaches and new modern tools to study this subject (Krutka & Carpenter, 2016).
Enseñanza & teaching, Nov 27, 2020
MARIA ELISABETTA PORCEDDA Y JUAN GONZÁLEZ-MARTÍNEZ CLIL TEACHER TRAINING: LACKS AND SUGGESTIONS F... more MARIA ELISABETTA PORCEDDA Y JUAN GONZÁLEZ-MARTÍNEZ CLIL TEACHER TRAINING: LACKS AND SUGGESTIONS FROM A SYSTEMATIC LITERATURE REVIEW the stakeholders in particular it is suggested continued update in clil method and research; further collaboration with colleagues, especially telecollaboration, which can be the answer to the need of clil update and to share good practices in authentic online communities; last but not least, further pedagogical preparation and management of icts, because clil aims to change the traditional schooling.
Pulso. Revista de educación, Nov 28, 2021
We present a report regarding the experience of a first-year classroom in an Italian Liceo during... more We present a report regarding the experience of a first-year classroom in an Italian Liceo during the semi-lockdown (students in weekly rotation), then full lockdown at school. The aim was to create a participatory environment, to give all students the opportunity to promote concrete knowledge and develop 21 st century skills, starting from the learning ones. For this purpose, cooperative peers in flipped classroom were invited to: read and see teacher's selected sources (also for 3D visors); write an online document (Word), answering peers' questions; create a digital storytelling of the topic to present orally online, collaborating through social media (WhatsApp) and collaborative online tools; and finally, complete a quiz (Quizziz). The obtained results concern: the engagement of the classroom, which fosters all students' essential understanding and knowledge; inclusion of weaknesses through their active role in cooperation; inclusion of mobile-phones as a democratic tool; ubiquity of learning, which reduces the distance between online and in-presence schooling; and, above all, fostering the achievement of the 21 st century skills, particularly learning-to-learn. For all these reasons, what lockdown teaches will always remain as an important pedagogical lesson.
PULSO. Revista de Educación, Nov 28, 2021
We present a report regarding the experience of a first-year classroom in an Italian Liceo during... more We present a report regarding the experience of a first-year classroom in an Italian Liceo during the semi-lockdown (students in weekly rotation), then full lockdown at school. The aim was to create a participatory environment, to give all students the opportunity to promote concrete knowledge and develop 21 st century skills, starting from the learning ones. For this purpose, cooperative peers in flipped classroom were invited to: read and see teacher's selected sources (also for 3D visors); write an online document (Word), answering peers' questions; create a digital storytelling of the topic to present orally online, collaborating through social media (WhatsApp) and collaborative online tools; and finally, complete a quiz (Quizziz). The obtained results concern: the engagement of the classroom, which fosters all students' essential understanding and knowledge; inclusion of weaknesses through their active role in cooperation; inclusion of mobile-phones as a democratic tool; ubiquity of learning, which reduces the distance between online and in-presence schooling; and, above all, fostering the achievement of the 21 st century skills, particularly learning-to-learn. For all these reasons, what lockdown teaches will always remain as an important pedagogical lesson.
Pulso. Revista de educación
It is here reported the experience of a first classroom of an Italian Liceo during the semi-lockd... more It is here reported the experience of a first classroom of an Italian Liceo during the semi-lockdown at school (students in weekly rotation), then full. Creating a participatory environment was the aim, to give all students the opportunity to acquire concrete knowledge and to develop the 21st century skills, starting from the Learning ones. So, cooperative peers in flipped classroom, were invited to: read and see teacher’s selected sources (also for 3D visors); write an online document (Word), answering to questions of their peer; create a digital storytelling of the topic to orally expose online, collaborating through social media (WhatsApp) and collaborative online tools; finally, answer to a quiz (Quizziz). The obtained results concern: the engagement of the classroom, which fosters all students’ essential understanding and knowledge; inclusion of weaknesses, through their active role in cooperation; inclusion of mobile-phones as democratic tool; ubiquity of learning, which reduc...
L'Aprenentatge Integrat de Continguts i Llengua Estrangera (AICLE) és un tòpic d'investig... more L'Aprenentatge Integrat de Continguts i Llengua Estrangera (AICLE) és un tòpic d'investigació d'avantguarda, des de l’aparició als 90, amb l'objectiu de fomentar el multilingüisme europeu. Per ampliar l'exposició de l’alumnat a la LE, caldria implementar-lo, a les escoles secundàries, principalment amb professorat d'assignatures no lingüístiques, sols o en equip amb professorat de LE. L’assignatura d’Història ofereix moltes possibilitats per a l'adopció d'AICLE, millorat amb TIC segons la literatura, de manera que aquest és el tema més abordat dins de les implementacions europees de AICLE, encara que no estan tan esteses com es desitja. De fet, la pròpia definició d’AICLE, àdhuc quan només es lliga amb el multilingüisme, no és clara, per la seva òbvia complexitat, ni atractiva per als professors disciplinaris, perquè no se centra en els resultats de la seva àrea. En aquest context, aquesta tesi, amb revisions sistemàtiques de la literatura, defineix a...
We present a report regarding the experience of a first-year classroom in an Italian Liceo during... more We present a report regarding the experience of a first-year classroom in an Italian Liceo during the semi-lockdown (students in weekly rotation), then full lockdown at school. The aim was to create a participatory environment, to give all students the opportunity to promote concrete knowledge and develop 21st century skills, starting from the learning ones. For this purpose, cooperative peers in flipped classroom were invited to: read and see teacher’s selected sources (also for 3D visors); write an online document (Word), answering peers’ questions; create a digital storytelling of the topic to present orally online, collaborating through social media (WhatsApp) and collaborative online tools; and finally, complete a quiz (Quizziz). The obtained results concern: the engagement of the classroom, which fosters all students’ essential understanding and knowledge; inclusion of weaknesses through their active role in cooperation; inclusion of mobile-phones as a democratic tool; ubiquit...
PULSO. Revista de Educación, Nov 28, 2021
We present a report regarding the experience of a first-year classroom in an Italian Liceo during... more We present a report regarding the experience of a first-year classroom in an Italian Liceo during the semi-lockdown (students in weekly rotation), then full lockdown at school. The aim was to create a participatory environment, to give all students the opportunity to promote concrete knowledge and develop 21 st century skills, starting from the learning ones. For this purpose, cooperative peers in flipped classroom were invited to: read and see teacher's selected sources (also for 3D visors); write an online document (Word), answering peers' questions; create a digital storytelling of the topic to present orally online, collaborating through social media (WhatsApp) and collaborative online tools; and finally, complete a quiz (Quizziz). The obtained results concern: the engagement of the classroom, which fosters all students' essential understanding and knowledge; inclusion of weaknesses through their active role in cooperation; inclusion of mobile-phones as a democratic tool; ubiquity of learning, which reduces the distance between online and in-presence schooling; and, above all, fostering the achievement of the 21 st century skills, particularly learning-to-learn. For all these reasons, what lockdown teaches will always remain as an important pedagogical lesson.
Revista de Ciències de l'Educació, May 26, 2021
This systematic literature review aims firstly at highlighting lacks and suggestions and/or good ... more This systematic literature review aims firstly at highlighting lacks and suggestions and/or good practices in clil teacher training, analysing and crossing the results, obtained from academic repositories; then at contributing to reach an optimal level of training for clil teachers, highlighting good practices as suggestions to fill the lacks. The 39 documents, which describe studies and mostly practices from almost all the European countries, have been obtained by Scopus, Educational Resources Information Centre (eric), ScienceDirect and partially Google Scholar, through the descriptor «clil teacher training» and a post-reading selection of the articles. Their qualitative data provided an exhaustive picture of the comprehensiveness of results, required by the method of systematic reviews. clil results to be a complex approach, involving many aspects which need to be considered. It is primarily perceived to be as engaging for students as demanding for teachers, due to its being lear...
Universitas Tarraconensis. Revista de Ciències de l'Educació
Desde su nacimiento en 1994 hasta ahora, el modelo AICLE (Aprendizaje Integrado de Contenidos y L... more Desde su nacimiento en 1994 hasta ahora, el modelo AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) ha sido conceptualizado e implementando de diferentes modos, según las políticas de los diferentes gobiernos, o de las escuela, o de las propias actitudes de los docentes interesados, lo que ha causado un margen de vaguedad en su definición. Esto es muy importante, ya que la adopción de CLIL por parte de la Unión Europea para apoyar el objetivo del multilingüismo se ha centrado en los resultados lingüísticos en varios niveles y, por lo tanto, en las investigaciones y encuestas llevadas a cabo; sin embargo, las pràcticas CLIL las implementan principalmente docentes de asignaturas no lingüísticas, que necesitan ver la efectividad de su perspectiva, no solo desde el lingüístico. Este documento revisa la literatura y encuentra la definición de CLIL como "entorno abierto de educación", definitivamente adecuado para los profesores de cualquier asignatura no lingüística para poder participar en su implementación. También se subraya, teniendo en cuenta las directivas europeas, cómo el CLIL, en particular si se enseña a través de herramientas ofrecidas por las nuevas tecnologías, tiende a facilitar el aprendizaje global de los estudiantes y su ciudadanía europea, así como a ser el primer paso para uno nuevo modelo de práctica escolar.
The present study is a part of a broader research about the implementation of CLIL in Italy throu... more The present study is a part of a broader research about the implementation of CLIL in Italy through ICTs, aimed to widespread this approach among teachers, mainly non-linguistic subject ones of Secondary schools and in particular of Linguistic Liceo, where CLIL is compulsory from the third year. With this aim, according to a review of the literature and the European Directives, which pointed out engaging results for involving non-linguistic subject teachers and encourage their collaboration with foreign language teachers, a guided CLIL intervention has been proposed in two Linguistic Liceo in Cagliari (Italy). The CLIL microteaching of ten volunteer teachers has been monitored by the authors during two hours per teacher of their implementation, through a grid, which will be illustrated. It can be regarded as a tool both for CLIL inexperienced teachers, so as to adapt their lessons to essential elements, according to the literature (such as the length of inputs, the interaction in fo...
Pulso. Revista de educación, 2021
We present a report regarding the experience of a first-year classroom in an Italian Liceo during... more We present a report regarding the experience of a first-year classroom in an Italian Liceo during the semi-lockdown (students in weekly rotation), then full lockdown at school. The aim was to create a participatory environment, to give all students the opportunity to promote concrete knowledge and develop 21 st century skills, starting from the learning ones. For this purpose, cooperative peers in flipped classroom were invited to: read and see teacher's selected sources (also for 3D visors); write an online document (Word), answering peers' questions; create a digital storytelling of the topic to present orally online, collaborating through social media (WhatsApp) and collaborative online tools; and finally, complete a quiz (Quizziz). The obtained results concern: the engagement of the classroom, which fosters all students' essential understanding and knowledge; inclusion of weaknesses through their active role in cooperation; inclusion of mobile-phones as a democratic tool; ubiquity of learning, which reduces the distance between online and in-presence schooling; and, above all, fostering the achievement of the 21 st century skills, particularly learning-to-learn. For all these reasons, what lockdown teaches will always remain as an important pedagogical lesson.
Enseñanza & Teaching, 2020
This systematic literature review aims firstly at highlighting lacks and suggestions and/or good ... more This systematic literature review aims firstly at highlighting lacks and suggestions and/or good practices in clil teacher training, analysing and crossing the results, obtained from academic repositories; then at contributing to reach an optimal level of training for clil teachers, highlighting good practices as suggestions to fill the lacks. The 39 documents, which describe studies and mostly practices from almost all the European countries, have been obtained by Scopus, Educational Resources Information Centre (eric), ScienceDirect and partially Google Scholar, through the descriptor «clil teacher training» and a post-reading selection of the articles. Their qualitative data provided an exhaustive picture of the comprehensiveness of results, required by the method of systematic reviews. clil results to be a complex approach, involving many aspects which need to be considered. It is primarily perceived to be as engaging for students as demanding for teachers, due to its being learner-centred, with a large use of icts and online tools, as its implementation through a new pedagogy and modern teaching strategies, such as flipped-classroom and task-based. This is the theoretical starting point of the different actions and policies set up in the countries to train teachers for clil. But the results of this review, which draw the characteristics to take into account to train future clil teachers, underline the need of pre-service teacher training at University, hitherto generally disregarded in favour of in-service preparation. Concerning this latter, from Ediciones Universidad de Salamanca / cc by-nc-nd Enseñanza & Teaching, 38, 1-2020, pp. 49-68 50 MARIA ELISABETTA PORCEDDA Y JUAN GONZÁLEZ-MARTÍNEZ CLIL TEACHER TRAINING: LACKS AND SUGGESTIONS FROM A SYSTEMATIC LITERATURE REVIEW the stakeholders in particular it is suggested continued update in clil method and research; further collaboration with colleagues, especially telecollaboration, which can be the answer to the need of clil update and to share good practices in authentic online communities; last but not least, further pedagogical preparation and management of icts, because clil aims to change the traditional schooling. RESUMEN: Esta revisión sistemática de la literatura tiene como primer objetivo destacar las carencias y sugerencias y/o buenas prácticas en la formación de docentes aicle (aprendizaje integrado de contenidos y lenguas extranjeras), a fin de contribuir al diseño de una formación específica óptima para los profesores de aicle. Se ha llevado a cabo por medio del análisis de 39 documentos analizados, que presentan investi-gaciones y prácticas provenientes de casi todos los países europeos, y que han sido obtenidos en Scopus, Educational Resources Information Centre (eric), ScienceDirect y en parte Google Scholar, por medio de búsquedas iniciales con el descriptor «clil teacher training» y un proceso de selección posterior. El aicle es un enfoque complejo que involucra muchos aspectos que deben considerarse. Resulta tan atractivo para los estudiantes como exigente para los pro-fesores, pues se centra en el alumno, con un gran uso de las tic y de las herramien-tas en línea, y también por su implementación a través de una nueva pedagogía y asociado a unas estrategias de enseñanza innovadoras. Este es el punto de partida teórico de las diferentes acciones y políticas establecidas en los países para capacitar a docentes para aicle. Sin embargo, los resultados, que orientan la capacitación de los futuros profe-sores de aicle, subrayan la necesidad de formación inicial docente específica previa al ejercicio profesional, hasta ahora generalmente ignorada a favor de la formación permanente. Con respecto a esto último, de los interesados se sugiere una actuali-zación continua en el método aicle y en la investigación universitaria; mayor cola-boración con colegas, especialmente la telecolaboración, que puede ser la respuesta a la necesidad de actualizar aicle y compartir buenas prácticas; por último, pero no menos importante, una mayor preparación pedagógica y gestión de las tic, porque aicle tiene como objetivo la innovación educativa en la escuela. Palabras clave: aicle; formación docente; buenas prácticas; mejora educativa; actualización colaborativa.
UTE. Revista de Ciències de l’Educació, 2020
Desde su nacimiento en 1994 hasta ahora, el modelo AICLE (Aprendizaje Integrado de Contenidos y L... more Desde su nacimiento en 1994 hasta ahora, el modelo AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) ha sido conceptualizado e implementando de diferentes modos, según las políticas de los diferentes gobiernos, o de las escuela, o de las propias actitudes de los docentes interesados, lo que ha causado un margen de vaguedad en su definición. Esto es muy importante, ya que la adopción de CLIL por parte de la Unión Europea para apoyar el objetivo del multilingüismo se ha centrado en los resultados lingüísticos en varios niveles y, por lo tanto, en las investigaciones y encuestas llevadas a cabo; sin embargo, las pràcticas CLIL las implementan principalmente docentes de asignaturas no lingüísticas, que necesitan ver la efectividad de su perspectiva, no solo desde el lingüístico. Este documento revisa la literatura y encuentra la definición de CLIL como "entorno abierto de educación", definitivamente adecuado para los profesores de cualquier asignatura no lingüística para poder participar en su implementación. También se subraya, teniendo en cuenta las directivas europeas, cómo el CLIL, en particular si se enseña a través de herramientas ofrecidas por las nuevas tecnologías, tiende a facilitar el aprendizaje global de los estudiantes y su ciudadanía europea, así como a ser el primer paso para uno nuevo modelo de práctica escolar. Palabras Clave: implementación AICLE, rol docente, evaluación, entorno de aprendizaje, ciudadanía europea.
Since its birth in 1994 until now, CLIL (Content and Language Integrated Learning) has been seeing and implementing in different ways, depending on government or school policies or stakeholders' attitudes, which has caused a margin of vagueness about its definition. This is very important, because the European Union adoption of CLIL to support the aim of multilingualism has focused on the linguistic results at several levels and so the researches and surveys, although it is implemented mainly by subject teachers, who need to see the effectiveness from their point of view, not only linguistic. This paper reviews the literature, finding out the definition of CLIL as 'open environment of education', definitely suitable for subject teachers in order to be involved in its implementation. It is also underlined, taking into account the European Directives, how CLIL, in particular if taught through tools offered by new technologies, tend to achieve the students' global growth and their European citizenship, as well as to be the first step for a new kind of schooling.
Thesis Chapters by Maria Elisabetta Porcedda
UTE. Universitas Tarraconensis. Revista de ciències de l'educació, 2021
Content and Language Integrated Learning (CLIL) was born in the '90s, explicitly aimed at fosteri... more Content and Language Integrated Learning (CLIL) was born in the '90s, explicitly aimed at fostering the European multilingualism at school, by means of the embedding content and foreign/minority languages, whose implementation non-linguistic subject teachers have been the only main characters for a long time. As a matter of fact, by now CLIL does not seem to be as widespread as wished in the European schools, often because it is not seen as an opportunity for teachers, but as a demanding top-down policy, both in training them and in workload for them. So, it is not perceived primarily in its global importance for a new kind of schooling, in which multilingualism is part of the holistic knowledge required to students of the XXI century, not the only real aim of CLIL, as the almost exclusively interest in it of the Foreign Languages (FLs) and Applied Linguistics Departments could demonstrate.
Llibre d’actes FIET2021:La investigació i la innovació en Tecnologia Educativa a l’era digital, 2022
Content and Language Integrated Learning (CLIL) is a meaningful and participatory multilingual en... more Content and Language Integrated Learning (CLIL) is a meaningful and participatory multilingual environment for teaching and learning, highly recommended by European Directives for students to achieve holistic knowledge along with 21st century skills.
The inherent complexity of it has not yet led to a precise and widely accepted evaluation, apart from the suggestion of multi-layered formative assessment through rubrics, often recommended for self-assessment as well. But students claim to participate to their formative and summative evaluations, as Student Voice movement has indicated.
This paper reports on attempts at participatory narrative evaluation in an online technological CLIL project during this year's Covid-lockdown period. Participants were 22 final year students from a Linguistic Liceo in Italy, the author and another History teacher. After an initial self-presentation, they were constantly invited to write a logbook, often disregarded, and to orally give their judgement on their work; at the end of each module, a journal was administered, but partially disregarded; conversely, the final discussion on the pros and cons of the project and the strengths and weaknesses of the work was absolutely welcomed. This clearly shows the need to give a dialogic, oral dimension to narrative evaluation, not perceived whether top-down tools are introduced.
Conference Proceedings - Innovation in Language Learning - 14th International Conference, 2021
This paper is aimed at clarifying whether CLIL should adopt a specific pedagogy, as often implied... more This paper is aimed at clarifying whether CLIL should adopt a specific pedagogy, as often implied in the literature, like the primary Social-Constructivism, or whether both the same literature and practitioners would pave the way for the adoption of CLIL as an open environment for various pedagogies. Indeed, this question seems crucial, because, if different pedagogies are known by teachers, CLIL would become flexible to the needs of different stakeholders in practice. Moreover, CLIL teacher training should include this broad pedagogical competence, converging with that concerning different linguistic approaches, in order to make teachers aware of their options in relation to the needs of their classroom. An earlier study on the training gaps of CLIL teachers indicated a great need for pedagogical foundations and then specifically for pedagogy and didactics for CLIL. Based on these findings, there was the preparatory training of three groups of teachers from three Italian Licei Linguistici, engaged in critical participatory action research, left free in their pedagogical and linguistic choices for their implementations, alone or through teams, after a blended short training. During their implementations, they varied the pedagogy along with the linguistic approaches to CLIL depending on the attitudes of their students, their own or those of the team involved, confirming the rare voice of practitioners in the literature and calling for this broader possibility, in contrast to the majority of CLIL research which tends to recommend one specific pedagogy or another.
Florence Conference Proceeding: Innovation in Language Learning, 2019
The present study is a part of a broader research about the implementation of CLIL in Italy throu... more The present study is a part of a broader research about the implementation of CLIL in Italy through ICTs, aimed at spreading this approach among mainly non-linguistic Secondary school teachers, in particular from Linguistic Licei, where CLIL is compulsory from the third year. With this aim, according to a review of the literature and the European Directives, which point out engaging results for involving non-linguistic subject teachers and encourage their collaboration with foreign language teachers, a guided CLIL intervention has been proposed in two Linguistic Liceo in Cagliari (Italy). The CLIL microteaching of ten volunteer teachers has been monitored by the authors for two hours per teacher of their implementation, through a grid, which will be illustrated. It can be regarded as a tool both for CLIL inexperienced teachers, to adapt their lessons to essential elements, according to the literature (such as the length of inputs, the interaction in foreign language and the use of codeswitching, the use of online tools and so on), and for monitoring and tutoring CLIL implementations, in order to detect specific training needs. Indeed, video or audio recordings, suggested with the same aim, are often not welcomed by teachers during their lessons and our grid tries to answer the need to register several aspects during their CLIL practice and their results, so as to learn from mistakes with colleagues.
Content and Language Integrated Learning (CLIL) was born in the '90s, explicitly aimed at fosteri... more Content and Language Integrated Learning (CLIL) was born in the '90s, explicitly aimed at fostering the European multilingualism at school, by means of the embedding content and foreign/minority languages, whose implementation non-linguistic subject teachers have been the only main characters for a long time. As a matter of fact, by now CLIL does not seem to be as widespread as wished in the European schools, often because it is not seen as an opportunity for teachers, but as a demanding topdown policy, both in training them and in workload for them. So, it is not perceived primarily in its global importance for a new kind of schooling, in which multilingualism is part of the holistic knowledge required to students of the XXI century, not the only real aim of CLIL, as the almost exclusively interest in it of the Foreign Languages (FLs) and Applied Linguistics Departments could demonstrate. The research took into consideration especially the subject of History, at the basis of the European Union and its citizenship, because, thanks to its cross-curricula topics, and to its techniques and activities, which foster High Order Thinking Skills' (HOTS) development for students (Coyle, 2015), and language learning as well (Marsh, 2012), in Europe it is the first subject implemented through CLIL. Techno-CLIL a , namely CLIL through the adoption of ICTs, is also suggested as answer to the common students' need of new approaches and new modern tools to study this subject (Krutka & Carpenter, 2016).
Enseñanza & teaching, Nov 27, 2020
MARIA ELISABETTA PORCEDDA Y JUAN GONZÁLEZ-MARTÍNEZ CLIL TEACHER TRAINING: LACKS AND SUGGESTIONS F... more MARIA ELISABETTA PORCEDDA Y JUAN GONZÁLEZ-MARTÍNEZ CLIL TEACHER TRAINING: LACKS AND SUGGESTIONS FROM A SYSTEMATIC LITERATURE REVIEW the stakeholders in particular it is suggested continued update in clil method and research; further collaboration with colleagues, especially telecollaboration, which can be the answer to the need of clil update and to share good practices in authentic online communities; last but not least, further pedagogical preparation and management of icts, because clil aims to change the traditional schooling.
Pulso. Revista de educación, Nov 28, 2021
We present a report regarding the experience of a first-year classroom in an Italian Liceo during... more We present a report regarding the experience of a first-year classroom in an Italian Liceo during the semi-lockdown (students in weekly rotation), then full lockdown at school. The aim was to create a participatory environment, to give all students the opportunity to promote concrete knowledge and develop 21 st century skills, starting from the learning ones. For this purpose, cooperative peers in flipped classroom were invited to: read and see teacher's selected sources (also for 3D visors); write an online document (Word), answering peers' questions; create a digital storytelling of the topic to present orally online, collaborating through social media (WhatsApp) and collaborative online tools; and finally, complete a quiz (Quizziz). The obtained results concern: the engagement of the classroom, which fosters all students' essential understanding and knowledge; inclusion of weaknesses through their active role in cooperation; inclusion of mobile-phones as a democratic tool; ubiquity of learning, which reduces the distance between online and in-presence schooling; and, above all, fostering the achievement of the 21 st century skills, particularly learning-to-learn. For all these reasons, what lockdown teaches will always remain as an important pedagogical lesson.
PULSO. Revista de Educación, Nov 28, 2021
We present a report regarding the experience of a first-year classroom in an Italian Liceo during... more We present a report regarding the experience of a first-year classroom in an Italian Liceo during the semi-lockdown (students in weekly rotation), then full lockdown at school. The aim was to create a participatory environment, to give all students the opportunity to promote concrete knowledge and develop 21 st century skills, starting from the learning ones. For this purpose, cooperative peers in flipped classroom were invited to: read and see teacher's selected sources (also for 3D visors); write an online document (Word), answering peers' questions; create a digital storytelling of the topic to present orally online, collaborating through social media (WhatsApp) and collaborative online tools; and finally, complete a quiz (Quizziz). The obtained results concern: the engagement of the classroom, which fosters all students' essential understanding and knowledge; inclusion of weaknesses through their active role in cooperation; inclusion of mobile-phones as a democratic tool; ubiquity of learning, which reduces the distance between online and in-presence schooling; and, above all, fostering the achievement of the 21 st century skills, particularly learning-to-learn. For all these reasons, what lockdown teaches will always remain as an important pedagogical lesson.
Pulso. Revista de educación
It is here reported the experience of a first classroom of an Italian Liceo during the semi-lockd... more It is here reported the experience of a first classroom of an Italian Liceo during the semi-lockdown at school (students in weekly rotation), then full. Creating a participatory environment was the aim, to give all students the opportunity to acquire concrete knowledge and to develop the 21st century skills, starting from the Learning ones. So, cooperative peers in flipped classroom, were invited to: read and see teacher’s selected sources (also for 3D visors); write an online document (Word), answering to questions of their peer; create a digital storytelling of the topic to orally expose online, collaborating through social media (WhatsApp) and collaborative online tools; finally, answer to a quiz (Quizziz). The obtained results concern: the engagement of the classroom, which fosters all students’ essential understanding and knowledge; inclusion of weaknesses, through their active role in cooperation; inclusion of mobile-phones as democratic tool; ubiquity of learning, which reduc...
L'Aprenentatge Integrat de Continguts i Llengua Estrangera (AICLE) és un tòpic d'investig... more L'Aprenentatge Integrat de Continguts i Llengua Estrangera (AICLE) és un tòpic d'investigació d'avantguarda, des de l’aparició als 90, amb l'objectiu de fomentar el multilingüisme europeu. Per ampliar l'exposició de l’alumnat a la LE, caldria implementar-lo, a les escoles secundàries, principalment amb professorat d'assignatures no lingüístiques, sols o en equip amb professorat de LE. L’assignatura d’Història ofereix moltes possibilitats per a l'adopció d'AICLE, millorat amb TIC segons la literatura, de manera que aquest és el tema més abordat dins de les implementacions europees de AICLE, encara que no estan tan esteses com es desitja. De fet, la pròpia definició d’AICLE, àdhuc quan només es lliga amb el multilingüisme, no és clara, per la seva òbvia complexitat, ni atractiva per als professors disciplinaris, perquè no se centra en els resultats de la seva àrea. En aquest context, aquesta tesi, amb revisions sistemàtiques de la literatura, defineix a...
We present a report regarding the experience of a first-year classroom in an Italian Liceo during... more We present a report regarding the experience of a first-year classroom in an Italian Liceo during the semi-lockdown (students in weekly rotation), then full lockdown at school. The aim was to create a participatory environment, to give all students the opportunity to promote concrete knowledge and develop 21st century skills, starting from the learning ones. For this purpose, cooperative peers in flipped classroom were invited to: read and see teacher’s selected sources (also for 3D visors); write an online document (Word), answering peers’ questions; create a digital storytelling of the topic to present orally online, collaborating through social media (WhatsApp) and collaborative online tools; and finally, complete a quiz (Quizziz). The obtained results concern: the engagement of the classroom, which fosters all students’ essential understanding and knowledge; inclusion of weaknesses through their active role in cooperation; inclusion of mobile-phones as a democratic tool; ubiquit...
PULSO. Revista de Educación, Nov 28, 2021
We present a report regarding the experience of a first-year classroom in an Italian Liceo during... more We present a report regarding the experience of a first-year classroom in an Italian Liceo during the semi-lockdown (students in weekly rotation), then full lockdown at school. The aim was to create a participatory environment, to give all students the opportunity to promote concrete knowledge and develop 21 st century skills, starting from the learning ones. For this purpose, cooperative peers in flipped classroom were invited to: read and see teacher's selected sources (also for 3D visors); write an online document (Word), answering peers' questions; create a digital storytelling of the topic to present orally online, collaborating through social media (WhatsApp) and collaborative online tools; and finally, complete a quiz (Quizziz). The obtained results concern: the engagement of the classroom, which fosters all students' essential understanding and knowledge; inclusion of weaknesses through their active role in cooperation; inclusion of mobile-phones as a democratic tool; ubiquity of learning, which reduces the distance between online and in-presence schooling; and, above all, fostering the achievement of the 21 st century skills, particularly learning-to-learn. For all these reasons, what lockdown teaches will always remain as an important pedagogical lesson.
Revista de Ciències de l'Educació, May 26, 2021
This systematic literature review aims firstly at highlighting lacks and suggestions and/or good ... more This systematic literature review aims firstly at highlighting lacks and suggestions and/or good practices in clil teacher training, analysing and crossing the results, obtained from academic repositories; then at contributing to reach an optimal level of training for clil teachers, highlighting good practices as suggestions to fill the lacks. The 39 documents, which describe studies and mostly practices from almost all the European countries, have been obtained by Scopus, Educational Resources Information Centre (eric), ScienceDirect and partially Google Scholar, through the descriptor «clil teacher training» and a post-reading selection of the articles. Their qualitative data provided an exhaustive picture of the comprehensiveness of results, required by the method of systematic reviews. clil results to be a complex approach, involving many aspects which need to be considered. It is primarily perceived to be as engaging for students as demanding for teachers, due to its being lear...
Universitas Tarraconensis. Revista de Ciències de l'Educació
Desde su nacimiento en 1994 hasta ahora, el modelo AICLE (Aprendizaje Integrado de Contenidos y L... more Desde su nacimiento en 1994 hasta ahora, el modelo AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) ha sido conceptualizado e implementando de diferentes modos, según las políticas de los diferentes gobiernos, o de las escuela, o de las propias actitudes de los docentes interesados, lo que ha causado un margen de vaguedad en su definición. Esto es muy importante, ya que la adopción de CLIL por parte de la Unión Europea para apoyar el objetivo del multilingüismo se ha centrado en los resultados lingüísticos en varios niveles y, por lo tanto, en las investigaciones y encuestas llevadas a cabo; sin embargo, las pràcticas CLIL las implementan principalmente docentes de asignaturas no lingüísticas, que necesitan ver la efectividad de su perspectiva, no solo desde el lingüístico. Este documento revisa la literatura y encuentra la definición de CLIL como "entorno abierto de educación", definitivamente adecuado para los profesores de cualquier asignatura no lingüística para poder participar en su implementación. También se subraya, teniendo en cuenta las directivas europeas, cómo el CLIL, en particular si se enseña a través de herramientas ofrecidas por las nuevas tecnologías, tiende a facilitar el aprendizaje global de los estudiantes y su ciudadanía europea, así como a ser el primer paso para uno nuevo modelo de práctica escolar.
The present study is a part of a broader research about the implementation of CLIL in Italy throu... more The present study is a part of a broader research about the implementation of CLIL in Italy through ICTs, aimed to widespread this approach among teachers, mainly non-linguistic subject ones of Secondary schools and in particular of Linguistic Liceo, where CLIL is compulsory from the third year. With this aim, according to a review of the literature and the European Directives, which pointed out engaging results for involving non-linguistic subject teachers and encourage their collaboration with foreign language teachers, a guided CLIL intervention has been proposed in two Linguistic Liceo in Cagliari (Italy). The CLIL microteaching of ten volunteer teachers has been monitored by the authors during two hours per teacher of their implementation, through a grid, which will be illustrated. It can be regarded as a tool both for CLIL inexperienced teachers, so as to adapt their lessons to essential elements, according to the literature (such as the length of inputs, the interaction in fo...
Pulso. Revista de educación, 2021
We present a report regarding the experience of a first-year classroom in an Italian Liceo during... more We present a report regarding the experience of a first-year classroom in an Italian Liceo during the semi-lockdown (students in weekly rotation), then full lockdown at school. The aim was to create a participatory environment, to give all students the opportunity to promote concrete knowledge and develop 21 st century skills, starting from the learning ones. For this purpose, cooperative peers in flipped classroom were invited to: read and see teacher's selected sources (also for 3D visors); write an online document (Word), answering peers' questions; create a digital storytelling of the topic to present orally online, collaborating through social media (WhatsApp) and collaborative online tools; and finally, complete a quiz (Quizziz). The obtained results concern: the engagement of the classroom, which fosters all students' essential understanding and knowledge; inclusion of weaknesses through their active role in cooperation; inclusion of mobile-phones as a democratic tool; ubiquity of learning, which reduces the distance between online and in-presence schooling; and, above all, fostering the achievement of the 21 st century skills, particularly learning-to-learn. For all these reasons, what lockdown teaches will always remain as an important pedagogical lesson.
Enseñanza & Teaching, 2020
This systematic literature review aims firstly at highlighting lacks and suggestions and/or good ... more This systematic literature review aims firstly at highlighting lacks and suggestions and/or good practices in clil teacher training, analysing and crossing the results, obtained from academic repositories; then at contributing to reach an optimal level of training for clil teachers, highlighting good practices as suggestions to fill the lacks. The 39 documents, which describe studies and mostly practices from almost all the European countries, have been obtained by Scopus, Educational Resources Information Centre (eric), ScienceDirect and partially Google Scholar, through the descriptor «clil teacher training» and a post-reading selection of the articles. Their qualitative data provided an exhaustive picture of the comprehensiveness of results, required by the method of systematic reviews. clil results to be a complex approach, involving many aspects which need to be considered. It is primarily perceived to be as engaging for students as demanding for teachers, due to its being learner-centred, with a large use of icts and online tools, as its implementation through a new pedagogy and modern teaching strategies, such as flipped-classroom and task-based. This is the theoretical starting point of the different actions and policies set up in the countries to train teachers for clil. But the results of this review, which draw the characteristics to take into account to train future clil teachers, underline the need of pre-service teacher training at University, hitherto generally disregarded in favour of in-service preparation. Concerning this latter, from Ediciones Universidad de Salamanca / cc by-nc-nd Enseñanza & Teaching, 38, 1-2020, pp. 49-68 50 MARIA ELISABETTA PORCEDDA Y JUAN GONZÁLEZ-MARTÍNEZ CLIL TEACHER TRAINING: LACKS AND SUGGESTIONS FROM A SYSTEMATIC LITERATURE REVIEW the stakeholders in particular it is suggested continued update in clil method and research; further collaboration with colleagues, especially telecollaboration, which can be the answer to the need of clil update and to share good practices in authentic online communities; last but not least, further pedagogical preparation and management of icts, because clil aims to change the traditional schooling. RESUMEN: Esta revisión sistemática de la literatura tiene como primer objetivo destacar las carencias y sugerencias y/o buenas prácticas en la formación de docentes aicle (aprendizaje integrado de contenidos y lenguas extranjeras), a fin de contribuir al diseño de una formación específica óptima para los profesores de aicle. Se ha llevado a cabo por medio del análisis de 39 documentos analizados, que presentan investi-gaciones y prácticas provenientes de casi todos los países europeos, y que han sido obtenidos en Scopus, Educational Resources Information Centre (eric), ScienceDirect y en parte Google Scholar, por medio de búsquedas iniciales con el descriptor «clil teacher training» y un proceso de selección posterior. El aicle es un enfoque complejo que involucra muchos aspectos que deben considerarse. Resulta tan atractivo para los estudiantes como exigente para los pro-fesores, pues se centra en el alumno, con un gran uso de las tic y de las herramien-tas en línea, y también por su implementación a través de una nueva pedagogía y asociado a unas estrategias de enseñanza innovadoras. Este es el punto de partida teórico de las diferentes acciones y políticas establecidas en los países para capacitar a docentes para aicle. Sin embargo, los resultados, que orientan la capacitación de los futuros profe-sores de aicle, subrayan la necesidad de formación inicial docente específica previa al ejercicio profesional, hasta ahora generalmente ignorada a favor de la formación permanente. Con respecto a esto último, de los interesados se sugiere una actuali-zación continua en el método aicle y en la investigación universitaria; mayor cola-boración con colegas, especialmente la telecolaboración, que puede ser la respuesta a la necesidad de actualizar aicle y compartir buenas prácticas; por último, pero no menos importante, una mayor preparación pedagógica y gestión de las tic, porque aicle tiene como objetivo la innovación educativa en la escuela. Palabras clave: aicle; formación docente; buenas prácticas; mejora educativa; actualización colaborativa.
UTE. Revista de Ciències de l’Educació, 2020
Desde su nacimiento en 1994 hasta ahora, el modelo AICLE (Aprendizaje Integrado de Contenidos y L... more Desde su nacimiento en 1994 hasta ahora, el modelo AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) ha sido conceptualizado e implementando de diferentes modos, según las políticas de los diferentes gobiernos, o de las escuela, o de las propias actitudes de los docentes interesados, lo que ha causado un margen de vaguedad en su definición. Esto es muy importante, ya que la adopción de CLIL por parte de la Unión Europea para apoyar el objetivo del multilingüismo se ha centrado en los resultados lingüísticos en varios niveles y, por lo tanto, en las investigaciones y encuestas llevadas a cabo; sin embargo, las pràcticas CLIL las implementan principalmente docentes de asignaturas no lingüísticas, que necesitan ver la efectividad de su perspectiva, no solo desde el lingüístico. Este documento revisa la literatura y encuentra la definición de CLIL como "entorno abierto de educación", definitivamente adecuado para los profesores de cualquier asignatura no lingüística para poder participar en su implementación. También se subraya, teniendo en cuenta las directivas europeas, cómo el CLIL, en particular si se enseña a través de herramientas ofrecidas por las nuevas tecnologías, tiende a facilitar el aprendizaje global de los estudiantes y su ciudadanía europea, así como a ser el primer paso para uno nuevo modelo de práctica escolar. Palabras Clave: implementación AICLE, rol docente, evaluación, entorno de aprendizaje, ciudadanía europea.
Since its birth in 1994 until now, CLIL (Content and Language Integrated Learning) has been seeing and implementing in different ways, depending on government or school policies or stakeholders' attitudes, which has caused a margin of vagueness about its definition. This is very important, because the European Union adoption of CLIL to support the aim of multilingualism has focused on the linguistic results at several levels and so the researches and surveys, although it is implemented mainly by subject teachers, who need to see the effectiveness from their point of view, not only linguistic. This paper reviews the literature, finding out the definition of CLIL as 'open environment of education', definitely suitable for subject teachers in order to be involved in its implementation. It is also underlined, taking into account the European Directives, how CLIL, in particular if taught through tools offered by new technologies, tend to achieve the students' global growth and their European citizenship, as well as to be the first step for a new kind of schooling.
UTE. Universitas Tarraconensis. Revista de ciències de l'educació, 2021
Content and Language Integrated Learning (CLIL) was born in the '90s, explicitly aimed at fosteri... more Content and Language Integrated Learning (CLIL) was born in the '90s, explicitly aimed at fostering the European multilingualism at school, by means of the embedding content and foreign/minority languages, whose implementation non-linguistic subject teachers have been the only main characters for a long time. As a matter of fact, by now CLIL does not seem to be as widespread as wished in the European schools, often because it is not seen as an opportunity for teachers, but as a demanding top-down policy, both in training them and in workload for them. So, it is not perceived primarily in its global importance for a new kind of schooling, in which multilingualism is part of the holistic knowledge required to students of the XXI century, not the only real aim of CLIL, as the almost exclusively interest in it of the Foreign Languages (FLs) and Applied Linguistics Departments could demonstrate.