CLIL in Italy. A theoretical review
Fecha
2020-11-18
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Resumen
[ES]El enfoque AICLE fue introducido en el sistema educativo italiano en 2003 con una reforma que permitia a los centros educativos aplicarlo en autonomía, y en 2010 se hizo obligatorio en la educación secundaria superior. Describiremos la implementación y regulaciones de AICLE en Italia, así como otros proyectos piloto que se han realizado o se están realizando en diferentes regiones y a diferentes niveles para mejorar las competencias lingüísticas. Analizaremos algunos antecedentes lingüísticos, que son muy ricos debido a la variedad de lenguas regionales y extranjeras presentes en el país, como su evolución y presencia en el sistema. Describiremos la estructura y las reformas educativas que han llevado a la implementación AICLE, junto con los requisitos y el perfl docente CLIL, así como su formación. Además, analizaremos algunos de los resultados más importantes de su aplicación y algunos de los aspectos que se han de mejorar en el futuro.
[EN]CLIL was introduced in the Italian educational system in 2003 through a reform law which enabled institutions to approach CLIL autonomously, and in 2010 it became compulsory in upper secondary education. We will describe the implementation and legal regulations of CLIL in Italy, as well as other pilot programs that have been or are being developed in some regions with the purpose of improving language competences. We will frst analyze some linguistic backgrounds, which are very rich in terms of local second languages in some parts of the country, their evolution and their presence in the system. We will describe the educational structure and reforms that have led to CLIL implementation, together with the requirements of the CLIL teacher profle and specifc training. Moreover, we will analyze some of the most important outcomes in CLIL application and will describe some weaknesses of the system and how they might be solved.
[EN]CLIL was introduced in the Italian educational system in 2003 through a reform law which enabled institutions to approach CLIL autonomously, and in 2010 it became compulsory in upper secondary education. We will describe the implementation and legal regulations of CLIL in Italy, as well as other pilot programs that have been or are being developed in some regions with the purpose of improving language competences. We will frst analyze some linguistic backgrounds, which are very rich in terms of local second languages in some parts of the country, their evolution and their presence in the system. We will describe the educational structure and reforms that have led to CLIL implementation, together with the requirements of the CLIL teacher profle and specifc training. Moreover, we will analyze some of the most important outcomes in CLIL application and will describe some weaknesses of the system and how they might be solved.