1. CLIL Implementation in the Italian Context, and from an International School Perspective
Presented by Joanne Gillespie
26th November, Thessaloniki, Greece.

2. Government Mandate
2010 – The government requires CLIL in one subject from the 3rd year of Linguistic High Schools (liceo linguistico) and from the 4th year in other academic high schools (liceo scientifico, liceo classico).
Linguistic High Schools must also introduce a subject taught through a SECOND foreign language from the 4th year.

3. Initiatives to Promote CLIL
2012/2013: Implementation of the E-CLIL project, to promote digital as well as linguistic competencies.
2013: ‘Read-On! for E-CLIL’ introduced, to encourage secondary school students to read in a foreign language.
Teacher training programs set up and overseen by INDIRE.
IBI/BEI – a pilot BILINGUAL PRIMARY PROGRAMME in Lombardy, completed in 2015, aided by the British Council.

4. Current Government Proposal
2016 – the current Minister of Education, Stefania Giannini, states that 325 million euro will be made available for training of teachers - CLIL methodology is included in this sum.
This training will be available from , for teachers already in service.
The linguistic training will target teachers.

5. What About Primary Schools?
Some of the funds earmarked by Minister Giannini will be used to improve primary education.
Her proposal states that from 2017, CLIL will be introduced in one non-linguistic subject, in the 4th and 5th (final two) years of primary school.
Thus, we have CLIL established in Upper Secondary Schools, and beginning to appear in primary and middle schools.

6. A Focus on Teacher Training
The overall picture is of a positive attitude towards CLIL methodology, coupled with a strong desire to implement CLIL successfully.
This desire is expressed through a current focus on improving teachers’ linguistic competencies, and training in CLIL methodology.
To facilitate implementation, teachers with only a B2 level on the CEFR, but with CLIL training, can teach a CLIL class at non-linguistic high schools, as long as they are enrolled in, and attending, a language course at the C1 level.

7. The Role of INDIRE
INDIRE is the National Institute of Documentation, Innovation, and Educational Research, and is the oldest department of the Ministry of Education.
As well as overseeing the Erasmus+ initiative in Italy, INDIRE promotes the introduction of CLIL methodology in Italy, through a series of actions.

8. Research through the Eurydice Network, on foreign languages and CLIL;
Some of Indire’s Actions:
Research through the Eurydice Network, on foreign languages and CLIL;
Creation and maintenance of a repository of best practices in CLIL, developed from research;
An “eTwinning ” programme, that allows for virtual exchanges between schools in different countries, which work on various projects together, using CLIL.

9. What can teachers do?
By using existing, readily available resources, teachers who are interested in developing their CLIL practice have a range of options available to them.

10. Didactic Support for Teachers
Middle School English language textbooks now contain a section called “Towards CLIL” in which academic subject material is presented in English, although with some Italian instructions to aid transition.
These can serve as a bridge, or a starting point for discussion between subject and language teachers.
The next slides show some example pages from the Middle School Year 3 (8th grade) English text “High Spirits,” published by Oxford.

11. Environmental Studies/Geography
text
Instructions in Italian
Beginning project work
glossary

12. Science

13. History

14. Some primary textbooks now also contain CLIL-like pages, so that students begin to experience content through language. However, this approach remains firmly language-focused.

15. An International School Perspective

16. St Thomas’s International Bilingual School

17. St Thomas’s International Bilingual School
Established as a pre-school in 2007.
Primary opened in 2010.
Roll at around 100 students in total.
Bilingual Italian/English education.
Following the IB PYP program, aiming for authorization.
Using CLIL methodology to develop content and language proficiency

18. IB PYP learners strive to be…
Image source:

19. …and to have an attitude of …
Image source:

22. Why is Inquiry Important in CLIL?
As Coyle, Hood, and Marsh (2012) state, CLIL implementation “…demands an inquiry-based approach to practice.”
This means that as well as USING Inquiry methods with our students, we must also look at building up Professional Learning Communities, to build our understanding of best practices.

23. Inquiry Cycle for Action Research
Image source:

26. Some photos of our students involved in active learning activities…

27. Kinaesthetic maths lesson – Grade 3

28. Cross-grade research teams (Grades 3, 4, 5)

29. Upper Primary helping Early Childhood with Christmas crafts.

30. Drama plays an important role in developing children’s language.

33. Hands-on science/technology lesson: making recycled paper.

36. CLIL Maths - example 5th Grade Maths is taught using a workshop model.
Students work in mixed-ability groups.
They rotate through a series of four stations, two each lesson.
Stations are Math Facts (revision), At Your Seat (working on problems), Teacher’s Choice (working with teacher), and Hands-On (using ICT or playing math games)

37. Sample Worksheet for Teacher’s Choice.

38. Sample Worksheet for At Your Seat

39. Thank you for your attention.
If you have any questions, I will be available with my colleagues during the discussion session.
Sources
Coyle, D. , Hood, P., and Marsh, D. (2012). CLIL: Content and Language Integrated Learning. Cambridge University Press: Cambridge.