teachers, Materiały dla nauczycieli
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//-->TEACHINGTHROUGH A FOREIGN LANGUAGETeachingthrough a foreignlanguageA guide for teachers and schoolsto using foreignlanguages in content teachingMaria PavesiDaniela BertocchiMarie HofmannováMonika KaziankaGeneral editor: Gisella Langé72TEACHINGTHROUGH A FOREIGN LANGUAGEForewordI am extremely pleased to have this opportunity to write a prefatory notefor this publication.I am particularly pleased to do so in my present role as the Minister ofEducation of a country belonging to the European Union and theEuropean Council. The Union and the Council have repeatedly insistedon the great importance of the learning of foreign languages along withthe national language, for different reasons such as achieving goodacademic standards, but also for the reinforcement of positiverelationships between peoples, and specifically among the peoples ofthe European Union.Italy, after years of uncertainty, has started to pursue this goal, firstthrough extensive ministerial pilot programmes, and then by decidingto introduce a first foreign language in the first year of primary school,and a second foreign language in the fifth. It was also decided that oneof these two languages should be English, but without it beingnecessarily the first one.Consequently, I am also pleased to be given this opportunity to setdown on record the decision taken by Italy, the country of which I amnow Minister of Education.Allow me to comment on the wisdom of introducing more than oneforeign language by the fifth year. It is based on the recognition of theworld-wide role of English as a lingua franca and language ofinternational scientific and technical communication. But thisrecognition is also extended to the existence of other languages, theTEACHING73THROUGH A FOREIGN LANGUAGEneed to learn them, and start learning them from early childhood.The whole of Europe is committed to intensifying the learning of severallanguages in both schools and continuing education. The moretraditional teaching methods can result in an acceptable level of initiallearning, especially if we can succeed in guaranteeing an adequatemobility of language teachers and native speaker assistants. But,without resorting to stays abroad, almost the only other way to reachhigher levels of mastery is by means of the approach suggested here:through teaching and learning a part of curricular contents in and witha foreign language.There are already many instances of successful experimentation in thisdirection in higher education. In various countries bilingual Lyceumsalso confirm the success of this approach at the secondary level. In apublication like this we can also see concrete examples of how it worksat primary level.We must hope that in Italy, and Europe as a whole, the value of theseguidelines will be recognised and that the culture of the younggenerations of Europe will thrive on the fruitful abundance oflanguages.Tullio De MauroMinister of EducationRome, 15th April 200174TEACHINGTHROUGH A FOREIGN LANGUAGETEACHING75THROUGH A FOREIGN LANGUAGECONTENTSPART IGeneral issues1.1 Definition and aims1.2 Language learning assumptions in CLIL333PART II2.12.22.32.42.5CLIL components:subjects, languages, schools, learners, teachersWhich disciplines?Which languages?SchoolsLearnersTeachers556778PART III3.13.23.33.4Methodology and teaching strategiesA general premisePlanning the curriculumLength and type of exposureSkills, activities and assessment1010111213PART IVTeacher-training for CLIL18
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