Content and Language Integrated Learning (CLIL) has been at the center of attention of many national and European policies aimed at promoting plurilingualism and teaching innovation. However, the majority of studies have concentrated on its application in formal learning contexts, without exploring what happens when it is implemented in non-formal learning context, such as the museum visit. The museum is ideal to foster integrated learning, as it allows students to interact with objects, which, on the one hand, can scaffold their understanding of complex content and, on the other, can stimulate them to use a foreign language in an authentic way. In the first section, the theories at the basis of the CLIL methodology and museum learning will be presented. Following is a description of the potential benefits and critical issues at museum for CLIL. Finally, some pedagogical implications for teachers will be outlined with the aim of supporting them in planning a CLIL experience at a museum and integrating it in their curriculum.
Il Content and Language Integrated Learning (CLIL) è da anni al centro delle politiche nazionali ed europee volte alla promozione del plurilinguismo e dell’innovazione didattica. Tuttavia, gli studi si sono finora concentrati sulle dinamiche legate alla sua applicazione in un contesto di apprendimento formale, senza esplorare in maniera dettagliata e strutturale cosa avviene invece in contesti non-formali, come per esempio la visita educativa al museo. In particolare, il museo è il luogo ideale per la promozione dell’apprendimento integrato, in quanto permette di interagire con oggetti che, da un lato, facilitano la comprensione di contenuti complessi e, dall’altro, incoraggiano l’uso autentico della lingua straniera. In questo contributo, si presentano dapprima le teorie alla base della metodologia CLIL e dell’apprendimento al museo per poi descrivere le potenzialità e criticità del museo per l’apprendimento di contenuti e lingua. Il contributo si conclude con la presentazione di alcune implicazioni glottodidattiche utili al docente per progettare un laboratorio CLIL al museo e integrarlo nella propria programmazione scolastica.
CLIL DALLA SCUOLA AL MUSEO: POTENZIALITÀ, CRITICITÀ E IMPLICAZIONI GLOTTODIDATTICHE
Fazzi, Fabiana
2020-01-01
Abstract
Content and Language Integrated Learning (CLIL) has been at the center of attention of many national and European policies aimed at promoting plurilingualism and teaching innovation. However, the majority of studies have concentrated on its application in formal learning contexts, without exploring what happens when it is implemented in non-formal learning context, such as the museum visit. The museum is ideal to foster integrated learning, as it allows students to interact with objects, which, on the one hand, can scaffold their understanding of complex content and, on the other, can stimulate them to use a foreign language in an authentic way. In the first section, the theories at the basis of the CLIL methodology and museum learning will be presented. Following is a description of the potential benefits and critical issues at museum for CLIL. Finally, some pedagogical implications for teachers will be outlined with the aim of supporting them in planning a CLIL experience at a museum and integrating it in their curriculum.File | Dimensione | Formato | |
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