Description
Faced with an expansion of CLIL in the provincial educational context, the various stakeholders (parents, teachers, managers, policy makers) have felt a growing need for up-to-date evidence on the implications of this mode of teaching on students' learning processes. For these reasons, in the autumn of 2017, the institute launched an initial study on this area, in order to try to grasp how the disciplinary (or content) skills, alongside the language skills, of primary school students involved in CLIL teaching evolve. At the same time, the analysis also aimed to ascertain any specificities of the didactic approaches of CLIL and non-CLIL learning environments. In order to provide as exhaustive and methodologically rigorous an answer as possible to these two questions, different strategies and techniques were adopted, aimed at investigating different but complementary aspects as they relate to CLIL learning and teaching.
Physical description: 111 p. tab. 24 cm
ISBN: 978-88-7702-469-5
Availability: Distribution for institutional purposes
For information and contact details: IPRASE