Being able to communicate and use a foreign language in context plays a fundamental role in an everyday more globalized world. In order to achieve this aim, Content and Language Integrated Learning (CLIL) has emerged as a powerful integrated methodology that combines language learning and content learning. By learning how to  incorporate ICT and game-based tools, multimedia content creation, and non-formal experiential activities, teachers are more equipped to promote linguistic diversity in the classroom.

A new edition of the course “Content and Language Integrated Learning (CLIL) course for teachers” took place in Palermo from 23/07/2023 to 29/07/2023. The participants came from all across Europe, with Montserrat and Rafael coming from two different schools of Germany, Berufsakademie Passau e Gymnasium Mariano-Josephinum, respectively; Ferenc from Kiskunhalasi Református Kollégium Szilády Áron Gimnázium és Kollégium, Hungary; Barbara and Rita from SP Żmigród, Poland;  Kadri, Taisi, Marina and Urve, from Scuola di Merivälja, Estonia; Amélie da Ecole Marguerite Picart, France.

The CLIL course began with a moment where all the participants had the opportunity to share their experience with CLIL practices and methods and their conoscenza on CLIL. Then, we looked at the CLIL key principles, that synthesise the theoretical concepts concerning the role of language, content, cognition, communication, and culture. In particular, we focused on the role of language, that should be used both for learning and for operating in the classroom. The course emphasized the role of the teacher in facilitating language integration and supporting the students in their own learning process, creating a rich learning environment that nurtures both content knowledge and language skills.

On the following day, we looked at how to integrate these principles in an effective lesson by exploring some lesson planning examples. After the analysis, participants began to design their own lesson plan drafts, thinking about how to combine the learning outcomes of the subject with the ones of the language involved.

During the course, we looked at some Strumenti ICT to use in education, with a focus on game-based tools, interactive presentations, tools for creating video lessons and collaborative spaces. Our teachers had the time to practice these tools and think about what and how to integrate some of them in their lesson plans.

Moreover, participants were introduced to the world of istruzione non formale that can make CLIL lessons more engaging and interactive. In particular, they tested some activities that involve the use and knowledge of both a subject and the foreign language.

Finally, we also focused on assessment that is usually seen as a difficult part of CLIL lesson planning, because it needs to account for the goal and objectives of two different subjects (language and content). In particular, we discussed about the different forms and strategies for doing assessment. Participants could also finally share their lesson plans, which incorporated the newly acquired strategies and activities developed throughout the week, proving their ability to create engaging CLIL classrooms.
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