Presentation for the European Study Visit 2013-189-ES (Catalonia, Spain), "Language learning spaces: diversity and transversality". Author Cristina Pavisic. Visit the web: http://blocs.xtec.cat/cataloniastudyvisit2013languagelearning/report/

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“ES-189 Language learning
spaces: diversity and
transversality”
April 22–26 2013
Barcelona, Spain

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Jesi

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Istituto di Istruzione Superiore
“Galileo Galilei”
JESI (An) Italy

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Profiles:
Biotechnology
Humanistic Liceum

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713 students
500 females
213 males
85 teachers

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.

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 Innovative programmes for European
Plurilingualism
 Strategies for inclusion and student
entrepreneurship
 Challenges in the foreign language
classroom using ICT and CLIL

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 In 1991 Italian legislation introduce a
first foreign language in primary school.
 In 2004 a second mandatory foreign
language was introduced with the
Moratti reform in lower secondary
school

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 According to the latest findings of the
Ministry of Education, 4.2% of the school
population in Italy is made of non Italian
citizens.

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 These findings show that schools have
become multilingual, not so much or solely
because of the proposed lingustic offerings,
nor for the linguistic heritage of Italian
speakers, which alternates among dialect,
regional Italian and standard Italian, but
mostly because of the dimension created by
the contacts developed between different
linguistic and cultural heritages.

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 In Italy there is a special situation near
the borders with France, Austria and
Slovenia
 There are schools with French or
German or Slovenian and Italian, then
English as foreign language.

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About entrepreneurship…
 National curricula for secondary
education do not include
Entrepreneurship Education.
 As schools have some flexibility in
choosing the content of subjects, they
can foster entreprenuship activities.

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 Entreprenurship is not yet included in all
vocational training courses, school
programmes still attach too little value
to business stat ups and
entrepreneurship. Although initial steps
have been taken, future modernization
of vocational training should
systematically include entreprenurship.

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 Alternation school-work: now a days
there are a lot of projects at school
about alternation school work that
consists in 2 or 3 weeks of work
placements after some hours (20) of
training. These projects are supported
in part by the Ministry of Education and
some of them by ESF.

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With the Secondary school reform in Italy, the
CLIL teaching will be compulsory
 Linguistic Lyceum: a subject non linguistic
will be tought in a foreign language from the
third year and another subject in another
foreign language from the fourth year.
 Other Lyceums: one non linguistic subject in
a foreing language at fifth year

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To carry out this innovation it is
necessary to:
 Train teachers
 Foster understandig of cultures and mentality
of other countries
 Improve language skills
 Improve professional skills
 Enhance European Dimension of the
learning/teaching process

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The traditional teaching is
not enough if we want to
teach the citizens of the
XXIst century.

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 Taking into account all the teacher’s
need, something concrete had to be
done at school to help students and
teachers to become better teachers and
better students.
 At school we began to work with the
Leonardo da Vinci Programme

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 The Leonardo da Vinci Programme
links policy to practice in the field of
vocational education and training.
 Work placements abroad for students
 Mobility of teachers

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 The teachers needed something new
and something with a very high impact
in their professional development.
That’s why we decided to apply for a
Leonardo da Vinci project for teachers.

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 Mobility of 2 weeks
 Know the new context
 Develop new skills
 Improve a foreign language
 There wasn’t a big standstill of the
school activities.

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Results
1. Teachers interested in study foreign
languages
2. Teachers interested in CLIL (Content
and Language Integrated Learning)

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 Being the average age of the teachers of the
school coincident with the mean age of the
Italian teachers (50-55 years), the
competence of the English language is
almost absent or poor in the majority of the
teachers.
 With the project we intended to neutralize
their not mastery of the foreign languages
and to stimulate the awareness of the need of
competences and knowledge.

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Added value of the project
We succeeded in the participation of
40% of the teachers staff at an
experience of mobility. This type of
experience is often only for the teachers
of foreign languages, but rarely for
teachers of other subjects.

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Impact
 After their participation to the project
activities, the teachers were able to
motivate the students in some new
competences and skills because they
were more motivated and enthusiastic.
 Teachers followed an English course
 The school applied for another project.

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The teachers understood that teaching
with CLIL methodology will help their students
because:
 Builds intercultural knowledge and understanding
 Develops intercultural communication skills
 Improves language competence and oral communication skills
 Develops multilingual interests and attitudes
 Provides opportunties to study content through different
perspectives
 Allows learners more contact with the target language
 Complements other subjects rather than competes with them
 Diversifies methods and forms of classroom practice
 Increases learners’ motivation and confidence in both the
language and the subject been tought.

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At school we began with experimental lessons.
 There are some teachers teaching some hours their
subjects in English
 There is a generally favorable atmosphere and
positive and enthusiastic response on the part of
students and parents
 The result is that students are more involved in the
school work
 The teachers found the tools to be motivated
 The performance of students and teachers became
better

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 The students and teachers are interested in
learning more foreign languages, learning
more under a mobility project in another
European country and they enhance their
interest towards taking active part in the
Knowledge Society.
 Teaching with CLIL is not the only tool to
increase the performance of teachers and
students, but it can be an important one.

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 Bilingual teaching and learning
requires that we look not just at what
the students have learnt/understood
but, equally importantly, at how they
have understood it.

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 Thank you very much for your attention!