Article Sidebar

Submitted
Jul 6, 2023
Published
Oct 31, 2023
Download
PDF
Statistic
Read Counter : 279 Download : 190

Main Article Content

Abstract

This article presents the main findings of a teacher training mobility program on Content and Language Integrated Learning (CLIL) conducted as part of the EDUREFORM Erasmus project. The project, led by a consortium of Indian and European partners, aims to promote innovation and critical thinking skills in the Indian school and university curricula. As one of the project's outputs, Indian students attending a professional graduate programme in teacher education participated in a training programme hosted by Italian schools. The programme focused on CLIL and its main pillars, particularly the Cognitive Discourse Functions construct and thinking skills. The article examines the reflections and thoughts of Indian students regarding their observation and micro-teaching experiences in Italian schools. The teachers' reactions indicate a highly positive attitude towards CLIL, suggesting that it could provide added value to Indian educational institutions. CLIL facilitates interaction, encourages questioning, and utilizes a variety of interactive methodologies, such as debates, which can enhance deep content learning, especially when combined with learning technologies. Furthermore, CLIL is seen as a catalyst for multilingual and intercultural pedagogies, particularly in today's increasingly multiethnic and multicultural classrooms.The study also reveals that CLIL lessons are perceived as effective tools for fostering critical thinking skills, with numerous Cognitive Discourse Functions being highlighted and identified. Indian students advocate for the integration of CLIL across the Indian school and university curricula, drawing inspiration from the remarkable success of CLIL in Europe.

Keywords

CLIL Thinking Skills Cognitive Discourse Functions Multilingual and Intercultural Pedagogies

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

How to Cite
Cinganotto, L. (2023). Perceptions and reactions of Indian student teachers engaged in a CLIL Teacher Training Mobility Programme in Italy. Journal of E-Learning and Knowledge Society, 19(3), 19-29. https://doi.org/10.20368/1971-8829/1135870

References

  1. Cinganotto L. (2016), CLIL in Italy: A general overview, Latin American Journal of Content & Language Integrated Learning, 9(2).
  2. Cinganotto L. (2019), Debate as a teaching strategy for language learning, Lingue e Linguaggi, 30 (2019), 107-125.
  3. Cinganotto L. (2021a), Project-Based Learning for Content and Language Integrated Learning and Pluriliteracies: Some Examples from Italian Schools, Thomas, M., Yamazaki, K., Project-Based Language Learning and CALL - From Virtual Exchange to Social Justice. Equinoxline.
  4. Cinganotto L. (2021b), Handy Little Guide to Debate, Pearson.
  5. Cinganotto L., Benedetti F., Langé G., Lamb T. (2022), A survey of language learning/teaching with an overview of activities in Italy during the COVID-19 pandemic, INDIRE.
  6. Cinganotto L., Turchetta B. (2020), La formazione dei docenti di Italiano L2 all’estero: risultati di un’indagine internazionale, Italiano LinguaDue, V. 12 N. 2 (2020).
  7. Council of Europe (2019), Recommendation for a comprehensive approach to the teaching and learning of languages.
  8. Coyle D. (2005), CLIL Planning Tools, The University of Nottingham School of Education.
  9. Coyle D., Hood P., Marsh D. (2010), CLIL: Content and Language Integrated Learning, Cambridge, England, Cambridge University Press.
  10. Dalton-Puffer C. (2007), Discourse in Content and Language Integrated Learning (CLIL) classrooms. Amsterdam, John Benjamins.
  11. Dalton-Puffer C. (2013), A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education, European Journal of Applied Linguistics, 1(2), 1-38.
  12. García O., Wei L. (2014), Translanguaging: Language, Bilingualism and Education, New York, Palgrave Macmillan.
  13. Graziano A., Turchetta B., Benedetti F., Cinganotto L. (2021), Pedagogical and Technological Innovations in (and through) Content and Language Integrated Learning, Cambridge Scholars Publishing.
  14. Mehisto P., Marsh D., Frigols J.M. (2008), Uncovering CLIL – Content and Language Integrated Learning in bilingual and multilingual education, Oxford, Macmillan.
  15. Morton T. (2020), Cognitive Discourse Functions: A Bridge between Content, Literacy and Language for Teaching and Assessment in CLIL, CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 3(1), 7-17.
  16. Nunan D. (2004), Task based language teaching, Cambridge, Cambridge University Press.
  17. Ritchie J., Lewis J. (2003), Qualitative research practice: a guide for social science students and researchers, London, Sage.
  18. Thomas J. W. (2000), A review of research on project-based learning, San Rafael, CA: Autodesk Foundation.
  19. Vency H.J., Ramganesh E. (2013), Is Language Learning Possible through CLIL in the Indian Context? An attempt, ELT Voices – India Volume 3 Issue 5, October 2013.
  20. Willis, D., & Willis, J. (2007), Doing task-based teaching, Oxford, Oxford University Press.