Two Sides of the Same CLIL: Content and Language Integration in Teacher Education and in Projects Aimed at Teaching Italian in Brazilian Public Schools
DOI:
https://doi.org/10.11606/issn.2238-8281.i42p64-91Keywords:
CLIL, Teacher education, Italian L2, Public schoolAbstract
This study was carried out inside the context of a multicultural program aimed at enabling teachers of different subject matters of public schools to offer
projects of Italian to their students. The data presented in this paper were collected throughout the pedagogical preparation, during which CLIL (Content and Language Integrated Learning), which promotes the integration of content and language (cf. COYLE, HOOD e MARSCH, 2010), served a double function: on the one hand, the classes of the teacher development course were designed following this approach; on the other hand, CLIL was one of the contents dealt with in the course and ended up
informing the teachers’ final projects. Analyzing the pedagogical activities used in the course, the teacher educator’s diary, the final projects and the questionnaire filled in by the teachers, it was noticed that implementing CLIL requires a range of “knowledges” on the part of the teacher and, above all, a specific teacher language awareness (HE e LIN, 2018) that enables teachers to identify how language and a certain content integrate. The analyses showed that, during the pedagogical preparation and with the help of the educator, teachers acquired this awareness, even if only partially. In spite of its
challenges, CLIL may be a promising path in the contexts of teacher education and of Italian language teaching.
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