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A very brief introduction, just to say that we know, we all know that the European language

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policies by now promote bilingualism and pluralism because it is now very important because of

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the various movements of people across the boundaries.

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And this is of course taking, and this of course is causing changes in the European

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language teaching systems as well because all the European systems have to be revised

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in order to see what is the best way to carry out teaching.

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It is also true and we all know that CLI is key to language teaching and emphasises

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the need for communicative content approach to language.

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Also in Italy some changes are taking place in the education systems and this is subsequent

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to the recent reform which is taking place and which will include the teaching of a subject

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in a foreign language.

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This will be compulsory from next year.

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But as I am, hello, as I am belonging to Language Centre for Humanities I am going

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to tell you about our experiences about the way we are training teachers.

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First of all let's say that in Italy teachers' training has been carried out by university

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as well.

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They have organised courses for initial and in-service training.

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Also the University of Turin has cooperated for that and has organised courses at various

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levels and for various languages.

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Of course there is a need for systematic and organic national projects which at the moment

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are lacking and now the ones presented are mainly supported locally or by schools themselves

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with funds that they have at their disposal.

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Local projects usually therefore are coordinated and sponsored by local governments and usually

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by namely local education offices whereas school projects are submitted at the moment

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to the Italian Ministry of Education or to the Council of Europe.

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So as we said in introduction we are at the moment working at the Language Centre for

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Humanities and as far as our Language Centre is concerned we had a partnership in the European

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project LICI, Language and Content Instruction and as you can see here these were the objectives

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of the project which has actually finished but is continuing with the dissemination and

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producing other projects and as well materials.

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This is an example and if you are interested you can write to us an email in order to have

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a copy.

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This handbook is the result of the various parts of the research carried out during the

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project and it is available in different languages.

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Here I have a copy in English but we have also the German and the French languages available.

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As far as this need for CLIL models and in order to carry out a sort of systematic and

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organic training CLIFO has started with a series of activities and in particular the

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first step was to organise conferences and seminars.

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One has taken place recently in February 2010 and the other one the year before and in the

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second case a survey of CLIL activities in schools of the northwest region in Piedmont

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was carried out.

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This was very important to us because in order to organise a sort of organic and systematic

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activity you need to know the situation you have all around.

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The results of this survey have highlighted that CLIL experiences were for the most cases

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carried out in all about 81% of the schools interviewed.

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Then the survey was submitted to 510 schools which is about 70% of the schools in Piedmont

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and once again you can see that most of the schools have answered the survey and so we

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could have a sort of very clear idea of the situation in our region.

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Another very important among the various questions submitted to this questionnaire illustrated

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as you can see here various values and the one of the most important I think is the fact

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that the various teachers who answered the questionnaire has answered that of course

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the use of CLIL is very helpful for the development of language competencies and then also the

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development of disciplinary competencies as well.

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The other values tend to go below and down because they depend on other factors such

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as the organisation of the school, the fact of working in teams which is not very easy

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I would say often not very easy and then the fact that it is also very difficult to arrange

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timetables so it is very difficult for the school to organise activities in order to

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carry out a sort of CLIL, organise CLIL courses.

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From the survey also emerged various questions in the sense that among the various questions

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of course the various answers showed the following sort of questions.

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Who teaches?

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The language teacher or the subject teacher?

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Is the team teaching a sustainable model?

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What are the competencies of CLIL teachers?

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How to assess students' performances and what subjects should be chosen?

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What kinds of training tools should be adopted for teachers?

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This was very interesting because this survey was submitted with the idea to have an idea

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of the way CLIL was carried out or is being carried out in the schools in our region but

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also the other kinds of questions that we submitted also gave us the idea that there

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are many difficulties in carrying out this kind of work.

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The way we decided to answer the questions was trying to hypothesise a sort of approach.

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First of all we decided to, after the conference we held in February, last February, we decided

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to constitute a group of teachers who were interested or were interested in constituting

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a working group and in fact we decided to constitute a small group at the very beginning

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because we wanted to have a group that could work together, we think that it is very important

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that one know each other and so it was very important to constitute not a very large group.

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So the group we had was of 25 teachers with a mixed background.

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This means that most of them to tell the truth were language teachers but there were also

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teachers of science, teachers of economics, teachers of laws and then I think yes, more

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or less the background was that one.

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Then we decided to organise three different meetings and the idea was to create a sort

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of cooperation between the teachers so it was very interactive, it was not a sort of

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class so you go into the class, you speak and the others listen to you.

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The idea was to create an atmosphere in order to let the teachers complain or ask or say

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anything what they wanted to say about their experiences.

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The first one was to illustrate the present situation of CLEAR because not all the teachers

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are actually aware of the present situation of CLEAR in the sense that most of them have

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been involved in projects, they have been involved in activities but they didn't or

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do not know sometimes the way it evolved and the way it is now.

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And of course also the sort of updating the teaching materials in the projects which are

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being carried out at different levels, there are national projects or local projects as

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well as European projects.

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And the second meeting was to illustrate the use of conceptual maps in CLEAR methodology.

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We think that the use of conceptual maps could be very helpful for learners because it helps

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learners in organising, memorising and to have the knowledge always available in the

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mind.

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And this was also a choice mainly due to the fact that I had the chance to teach to different

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kinds of students, secondary students, then university students and the idea is that most

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of them cannot relate words together.

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I mean they have for example an acronym but they do not know the acronym so they know

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the very large umbrella, the very large word but they do not know the specific and underlined

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words.

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So for example they know house but they don't know that window is a part of a house.

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This is very simple but it happens in something very usually more complex.

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And so the idea was that it is very important because then when they go to the university

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and they tend to specialise for example in a specific field of knowledge, they cannot

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create relationships between terms.

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There was also this third meeting and this was about CLEAR certification, the fact that

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probably there's the need for a CLEAR certification which could acknowledge and standardise competencies

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which should be included in the training of the teacher who wish to adopt this methodology.

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All these three meetings were held in that way.

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We wanted the cooperation and we wanted to interact with teachers.

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So in this case for example teachers were involved in discussion and presenting themselves

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what they knew about CLEAR and what they knew about teaching materials.

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In the second case a lesson in laboratory was organised so teachers were able themselves

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to download certain software which is used to build conceptual maps and so they could

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use them and compare them and try to analyse this kind of facility, let's say facility,

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and whether to know if it is possible to use that in class with students or whether they

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can use that to build their own activities to submit to the students.

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In the third case also there were various questions on the part of the teachers because

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it is always very difficult to decide how to certificate something.

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It is also difficult to certify the competencies in languages so imagine when you have to certify

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something else such as the competencies about methodology, the way you teach and the way

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you have to communicate something and so on.

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So on the basis of all this we would like to of course to go on and so on the basis

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of this say preliminary analysis and things that we have carried out and also on the survey

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which were presented before.

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We think that in order to organise a sort of systematic and organic activity of CLIL

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we should first try to evaluate language competence of subject teachers by testing them.

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We have of course organised courses for improving language skills for English, French and German

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for those teachers who apply.

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We know that subject teachers, and you know that, subject teachers do not always have

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a very good language competence and this is not a very good thing.

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You have the specialisation, you have the terminology but you do not have that sort

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of background which is very useful and which is needed in order to teach not only language

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itself but also concepts.

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Then of course it is very important to organise a course in CLIL teaching and methodology

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which would be addressed to language and subject teacher.

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I think that it is very important not to divide the two kinds of teachers.

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I think that if it is very difficult to work together in a class because of the things

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we said before, it is important probably in a course to be able to have different kinds

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of teachers, so language teachers and subject teachers because in that way they can exchange

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ideas, criticise themselves or the other and then improve the way probably both can

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then do their teaching in classroom.

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Then of course it would be a very good idea, since teachers are always very busy, to adopt

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a blended modality of meetings, so yes of course it is also very important to have face

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to face meetings but it is also very important to exploit technology and so it would be

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very good to implement an e-based environment.

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I was thinking of Moodle but there are very many different types so that you can always

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communicate and you can always exchange materials, information, articles and whatever you think

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it is interesting for the others to know.

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And then this is what we are trying, our proposal for continuing our experience and

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our proposal that could in a certain sense meet the needs for an organic model of CLIL.

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Of course the thing that now we are waiting is the further guidelines for the Ministry

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because at the moment we have thought about all of this on the basis of various news that

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we had but at the moment we are still waiting, let's say the formal guidelines for the Ministry

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in order to eventually change something or eventually interview teachers and asking them

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how to go on together in this kind of path.

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So this is it.

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Thank you.

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Thank you.

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Perfect timing.

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Yes, I know.

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It was.

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Okay, we have ten minutes for questions or comments.

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Questions, comments.

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Okay, about ten minutes so feel free.

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Anybody?

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Can I start with a general question?

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Yes.

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What's been the most challenging for you in this project, in this research?

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Well I think that, well I would say everything but probably the fact of having two kinds

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of groups of teachers.

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I mean if you have the only language teachers you know what to do.

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If you only have the other kinds of teachers you know what to do.

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But it was very challenging to have both because you understand the needs they have, the different

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needs they have and sometimes you understand why they do not understand each other.

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It is as if there's a missing link between them and what we are trying to do is to make

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them understand that the fact that they are doing terminology, let's say that, or content

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concept and so on about a discipline, this doesn't mean that you have not to do nothing

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anything with the language teachers.

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So if they cannot cooperate during classrooms because of the various difficulties of organization

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they can do in other places where they want to improve their knowledge, they want to update

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with their background and so on.

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So this is very difficult but we think that we can do it.

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I mean it is very tiring but I think it is a very good point.

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Probably it would help to develop better materials this way of working together.

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We can only say in the future.

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I hope very, very soon and not in another life.

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Hopefully not so soon.

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Any other questions?

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We have a few minutes.

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I have a question.

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Can I drink some water?

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Here you go.

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I was wondering, you spoke about the different groups and you mentioned content and language

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teachers but you also mentioned French, German and English teachers.

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How much do they cooperate?

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Well, they cooperate because they have the same difficulties as language teachers.

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So the very difficulties between these two.

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Content and language.

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Yeah, content and language.

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It's always this, yes.

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Otherwise they tend to have the same complaints, the same...

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Objectives.

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Yes, objectives.

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Probably French teachers complain about the fact that English is English and English and

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English and German say, well, but French is better than German because you don't find

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anything about German and so on.

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So are they taught in the same way?

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Well, it depends on the materials they use, of course.

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I think that we all know that English is widespread and of course most of the materials

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available are very good, I think, because there's a tradition.

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Whereas in the other languages the tradition is more recent, I think.

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Anyone else?

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There was one question in one of the files.

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It said who teaches, the language teacher or the specialist?

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How did you solve that?

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We are trying to solve that in the fact that we are trying to put together these two groups

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and we are trying to understand what actually should be then the solution.

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We cannot know the solution now because this is a kind of experimentation with that list

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of questions.

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Now, we are trying to do things in order to answer.

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We do not have all the answers now.

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I don't think that would be a definite answer to that.

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It is also true that we know that probably there will be more, than in the future,

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there will be more content teachers than language teachers

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and that probably language teachers will be limited, between inverted commas,

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to do, I don't know how to say, but very simple questions of language.

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But I don't think that it is the real thing.

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Because if you are a language teacher, you are always very important.

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00:23:14,280 --> 00:23:21,280
It is not a question of teaching, how are you, that's okay.

233
00:23:21,280 --> 00:23:23,280
So there are more complex things.

234
00:23:23,280 --> 00:23:33,280
So I think that this won't, and if we want, this won't try to put away the language teacher.

235
00:23:33,280 --> 00:23:39,280
So we are trying to experiment in order to see how to find out a solution.

236
00:23:39,480 --> 00:23:43,480
So at the moment, I am not able to give that answer.

237
00:23:43,480 --> 00:23:44,480
Okay?

238
00:23:46,480 --> 00:23:51,480
Okay, we have a couple more minutes if anyone has another question.

239
00:23:52,480 --> 00:23:54,480
Over here in the corner.

240
00:23:55,480 --> 00:23:56,480
Okay.

241
00:23:56,480 --> 00:23:57,480
Okay, thank you very much.

242
00:23:57,480 --> 00:23:58,480
Thank you very much.

243
00:23:58,480 --> 00:23:59,480
Thank you.

244
00:24:09,280 --> 00:24:10,480
Thank you.