Reframing teaching knowledge in Content and Language Integrated Learning (CLIL): A European perspective. (January 2020)

• Record Type: Journal Article
• Authors: Lopriore, Lucilla
• Other Names: Freeman Donald guest-editor.; Johnson Karen E. guest-editor.; Peercy Megan Madigan guest-editor.
• Is Part Of: Language teaching research. Volume 24:Number 1(2020)
• Page Start: 94
• Page End: 104
• Publication Date: 2020-01
• Subjects: CLIL -- content -- language -- teacher education -- teaching knowledge; Languages, Modern -- Study and teaching -- Periodicals; English language -- Study and teaching -- Foreign speakers -- Periodicals; 407.1
• DOI: 10.1177/1362168818777518
• Languages: English
• ISSNs: 1362-1688

Abstract

CLIL (Content and Language Integrated Learning) is a recent teaching approach widely adopted in numerous international contexts, especially in Europe where it was promoted as a way to promote language learning within the educational system. When implemented, CLIL predominantly involves subject content teachers using English to teach their subject. This has required the development of specific teacher education programs in Italy. This contribution illustrates how the teaching knowledge of both content and English language teachers is evolving as CLIL is implemented within Italian teacher education courses.