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DC Field	Value
dc.identifier	ECF_article_406
dc.title	An Inquiry into the Methodological Awareness of Experienced and Less-experienced Italian CLIL Teachers
dc.contributor.author	Bier Ada
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.type	Research Article
dc.language.iso	en
dc.identifier.uri	http://edizionicafoscari.it/en/edizioni4/riviste/elle/2016/3/an-inquiry-into-the-methodological-awareness-of-ex/
dc.description.abstract	The role of CLIL teachers is crucial for the quality and effectiveness of CLIL programs. In order to fully understand the teacher’s role in CLIL, ‘the hidden side of the work’ is of pivotal importance: cognitive aspects related to what they ‘know, believe, and think’ exert a substantial influence on how they actually teach. Given the linguistic and methodological nature of CLIL, teachers’ awareness of the methodological features of CLIL appears to be particularly relevant in this respect. Based on the Italian context – where a recent School Reform has made CLIL compulsory in the final year(s) of high school – an investigation on the differences in terms of methodological awareness has been carried out between teachers who have been teaching in CLIL since before it became compulsory in the last year of high school (in 2014/15) and teachers who started teaching in CLIL as from 2014/15. Implications will be discussed and suggestions for practice and further research will be offered.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 5 \| Issue 3 \| November 2016
dc.issued	2016-11-01
dc.dateAccepted	2016-11-18
dc.dateSubmitted	2016-06-27
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.14277/2280-6792/ELLE-5-3-4
dc.peer-review	yes
dc.subject	CLIL methodology
dc.subject	CLIL methodology
dc.subject	CLIL teachers
dc.subject	CLIL teachers
dc.subject	Methodological awareness
dc.subject	Methodological awareness
dc.subject	School Reform
dc.subject	School Reform

Research Article
open access peer reviewed

An Inquiry into the Methodological Awareness of Experienced and Less-experienced Italian CLIL Teachers

Ada Bier Università Ca’ Foscari Venezia, Italia

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abstract

The role of CLIL teachers is crucial for the quality and effectiveness of CLIL programs. In order to fully understand the teacher’s role in CLIL, ‘the hidden side of the work’ is of pivotal importance: cognitive aspects related to what they ‘know, believe, and think’ exert a substantial influence on how they actually teach. Given the linguistic and methodological nature of CLIL, teachers’ awareness of the methodological features of CLIL appears to be particularly relevant in this respect. Based on the Italian context – where a recent School Reform has made CLIL compulsory in the final year(s) of high school – an investigation on the differences in terms of methodological awareness has been carried out between teachers who have been teaching in CLIL since before it became compulsory in the last year of high school (in 2014/15) and teachers who started teaching in CLIL as from 2014/15. Implications will be discussed and suggestions for practice and further research will be offered.

Published

Nov. 1, 2016

Accepted

Nov. 18, 2016

Submitted

June 27, 2016

Language

Keywords: School Reform • CLIL teachers • CLIL methodology • Methodological awareness

permalink http://doi.org/10.14277/2280-6792/ELLE-5-3-4

Copyright: © 2016 Ada Bier. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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