In order to explore the issues of CLIL teacher education (the focus of this paper), we first of all focus briefly on the Italian situation – country that has introduced compulsory CLIL into the High school system and which is promoting the presence of CLIL at other levels of schooling through its National Plan for Teacher Education 2016-2019 and describe some of the CLIL-teacher Profiles that have been elaborated at a European level to highlight their utility. We then proceed to discuss what we consider to be some of the salient features of the CLIL teaching/learning environment and which have been chosen to underpin the Venice CLIL teacher-training model for in-service teachers.
CLIL Teacher Education: Issues and Direction
carmel mary coonan
2017-01-01
Abstract
In order to explore the issues of CLIL teacher education (the focus of this paper), we first of all focus briefly on the Italian situation – country that has introduced compulsory CLIL into the High school system and which is promoting the presence of CLIL at other levels of schooling through its National Plan for Teacher Education 2016-2019 and describe some of the CLIL-teacher Profiles that have been elaborated at a European level to highlight their utility. We then proceed to discuss what we consider to be some of the salient features of the CLIL teaching/learning environment and which have been chosen to underpin the Venice CLIL teacher-training model for in-service teachers.
| File | Dimensione | Formato | |
|---|---|---|---|
|
VOL4NO2.pdf
accesso aperto
Descrizione: Copia articolo
Tipologia:
Documento in Post-print
Licenza:
Accesso libero (no vincoli)
Dimensione
7.8 MB
Formato
Adobe PDF
|
7.8 MB | Adobe PDF | Visualizza/Apri |
I documenti in ARCA sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
