(733) GETTING THE GIST OF CLIL METHODOLOGY IN PLANNING A BRIEF CLIL COURSE: AN EXPERIENCE IN INNOVATIVE CLASSROOM PROCEDURES

摘要

Educational trend, within the Plurilingualism Plan [1][2], is developing a growth of interest among inserviceteachers to integrate a foreign language (mainly English) into different school subjects.Ongoing training was recently made compulsory at schools in formative sessions [3], fostering theachievement of the basic skills to embrace the principles of an active and innovative methodology.Furthermore, a dual-focused educational context has been proven beneficial, thus teaching in mosteducational contexts has to be adapted to local school conditions. The main aim of this work is toshow how a brief but well planned introductory course on a Content and Language IntegratedLearning (henceforth, CLIL) methodology can provide with the basic underlying principles to begradually introduced in regular class sessions.There were several steps in the course plan:a) Course plan description to in-service teachers;;b) organize collaborative work;;c) overcome difficulties in teacher's perception of the active methodology versus traditional teaching;;d) learn how to design and assess their own subject content materials for a CLIL lesson.Somehow we intended to prove how beneficial learning a language integrating other subject contentscould be when teachers, coming from pre-school and primary levels, gather under a same teachinggoal.