Innovation in Language Learning

Edition 16

Accepted Abstracts

Learning from Mistakes and Detecting Specific Training Needs: A CLIL Grid

Maria Elisabetta Porcedda, Tarragona University “Rovira i Virgili” (Spain)

Juan González-Martínez, Girona University (Spain)


The present study is a part of a broader research about the implementation of CLIL in Italy through ICTs, aimed at spreading this approach among teachers, mainly non-linguistic subject ones of Secondary schools and in particular of Linguistic Licei, where CLIL is compulsory from the third year. With this aim, according to a review of the literature and the European Directives, which pointed out engaging results for involving non-linguistic subject teachers and encourage their collaboration with foreign language teachers, a guided CLIL intervention has been proposed in two Linguistic Licei in Cagliari (Italy). The CLIL microteaching of ten volunteer teachers has been monitored by the authors during two hours per teacher of their implementation, through a grid, which will be illustrated. It can be regarded as a tool both for CLIL inexperienced teachers, so as to adapt their lessons to essential elements, according to the literature (such as the length of inputs, the interaction in foreign language and the use of codeswitching, the use of online tools, and so on), and for monitoring and tutoring their CLIL implementations, in order to detect specific training needs. Indeed, video or audio, suggested with the same aim, are often not welcomed by teachers during their lessons and our grid tries to answer the need to register several aspects during the CLIL practice and their results, so as to learn from mistakes with colleagues.

Keywords: CLIL, grid, teachers’ training, implementation, monitoring.

[1] Meyer, O. (2010). Towards quality-CLIL: successful planning and teaching strategies. Pulso, 33(1), 11–29.
[2] Pérez Cañado M. L. (2016), Are teachers ready for CLIL? Evidence from a European study, European Journal of Teacher Education, 39(2), 202-221.
[3] Banegas, D. L. (2012). Integrating content and language in English language teaching in secondary education: Models, benefits and challenges. Studies in Second Language Learning and Teaching, 2(1), 111–136.

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