1. Good practices in teacher training Prof. Carla Tosoratti 1

2.  English: compulsory  From primary to end of secondary (6 to 19)  Junior School (11-14): two foreign languages (English and French/Spanish/German)  Two or three foreign languages in some secondary schools (14-19) Prof. Carla Tosoratti 2

3.  A lot of CLIL projects started in the 1990s, mainly in secondary schools  New School Reform: 5th year of secondary -one subject is taught in a foreign language  Taught by subject teachers Prof. Carla Tosoratti 3

4.  CLIL first pioneered in technical schools (ITI Malignani and ITC Zanon, Udine)  CLIL local network in Udine  Regional School Authority Office encouraged dissemination of practices and training  CLIL network in Friuli Venezia Giulia Prof. Carla Tosoratti 4

5.  Province of Gorizia: area of bilingualism and minority language  2002: a group of secondary school teachers of English decided to set up a CLIL project in two technical and vocational schools  Informal meetings followed to lay the foundations of the project Prof. Carla Tosoratti 5

6.  Teachers expressed a wish to improve their knowledge of English or attend English classes  Some could already speak English fluently, and wanted to “do something new” in class Prof. Carla Tosoratti 6

7.  It is like “starting afresh “  To enhance interaction and communication  To foster interdisciplinarity  To give students (and myself) the opportunity of improving their (our) L2 skills Prof. Carla Tosoratti 7

8.  Informal chats with colleagues during school break to get to know their views  Non-language teachers were then asked to join the project “officially” by filling in a questionnaire  The project was then approved by most local secondary schools which set up a network Prof. Carla Tosoratti 8

9. Trainers are:  L2 teachers with experience in training  Main tasks: 1. Organize and run CLIL courses 2. Collect resources 3. Monitor and share experience 4. Maintain contacts Prof. Carla Tosoratti 9

10. 1. Help learners find specific materials in L2 2. Encourage colleagues to produce their own activities 3. Help learners to prepare lessons 4. Keep records of CLIL products 5. Be ready to support colleagues Prof. Carla Tosoratti 10

11.  Non-language teachers: initial L2 test to assign them to groups  Ideal number of trainees per course: 12 - 15  Learners’ competence should be at least B1  They should be aware of what kind of long-term involvement the project requires Prof. Carla Tosoratti 11

12. Main phases:  CLIL course: language and CLIL methodology course  Self-study/group study: finding resources and materials; lesson preparation  Language course abroad (LLP, Comenius)  Subject-specific workshops  Seminars at local and regional level Prof. Carla Tosoratti 12

13.  Minimum 30 hours  Both language and CLIL methodology  Based on “tasks” which both develop L2 and get students familiarize with new teaching strategies and activities  Encourage pair and group work  Use both language course and authentic content materials from the beginning Prof. Carla Tosoratti 13

14.  Reading comprehension: 1. Questionnaire 2. True/false 3. Pre-reading and while-reading discussion 4. Vocabulary: explain terms using L2, give opposites/synonyms 5. Chart completing Prof. Carla Tosoratti 14

15.  Reporting texts/situations  Note taking  Role playing  Problem solving  Summarizing  Micro-lessons  Listening comprehension Prof. Carla Tosoratti 15

16.  Regular reading of content-related texts and materials  Creation of specific glossary  Development of L2 communicative skills  Lesson preparation: choice of content/creation of activities  Self-analysis…  Regular contact with trainer and other colleagues Prof. Carla Tosoratti 16

17. The CLIL teacher:  May find it “unnatural” using L2 – afraid of making mistakes  May feel L2 methodology too distant from his/her own teaching habits  Tends to focus on quantity of content given  Might feel isolated among other teachers Prof. Carla Tosoratti 17

18.  Have CLIL learners observe peers’ lessons and fill in grids  Analyse observation grids  Discuss in plenary after lesson  Examine both quality of content and class interaction  Have learners share feelings Prof. Carla Tosoratti 18

19.  Compulsory attendance of language and methodology courses run by university  Full implementation of Secondary School Reform  CLIL in junior and primary schools to enhance language learning Prof. Carla Tosoratti 19

20. THANK YOU carlatoso@libero.it Prof. Carla Tosoratti 20