Please use this identifier to cite or link to this item: http://hdl.handle.net/1/907
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dc.contributor.authorCOSTA, FRANCESCA
dc.date.accessioned2017-11-13T06:42:10Z
dc.date.accessioned2017-12-19T09:11:20Z-
dc.date.available2017-11-13T06:42:10Z
dc.date.available2017-12-19T09:11:20Z-
dc.date.issued2017-11-06
dc.identifier.issnPrint 2320-7655
dc.identifier.issnOnline 2320-8805
dc.identifier.urihttp://dspace.chitkara.edu.in/xmlui/handle/1/907
dc.identifier.urihttp://hdl.handle.net/1/907-
dc.description.abstractCLIL in Italy has been compulsory by law since 2003 (Moratti’s Law) for the last year of all secondary schools. Subject-matter teachers were chosen to be the CLIL teachers, and only in 2012 did methodological and linguistic training begin (provided by universities all over the country). This study explores the profile of content teachers attending CLIL training not in terms of their linguistic competence but in terms of their relationship with English as an additional language. To do so, 115 trainees were asked to fill in a questionnaire composed of 10 open-ended questions and 2 close-ended ones. This questionnaire had both a research and training goal, since it was submitted at the beginning of the training course to investigate content teachers’ perceived linguistic profiles, which served as a psychological and pedagogical starting point for the course. Results show that content teachers have a specific linguistic identity and have had similar past experiences with the English language. These results could have repercussions and be exported to other training programmes, especially in terms of shifting teachers’ personae from subject-matter to fully-fledged CLIL teachers.en_US
dc.language.isoenen_US
dc.publisherChitkara University Publicationsen_US
dc.subjectCLILen_US
dc.subjectidentityen_US
dc.subjectlinguistic profilesen_US
dc.titleContent Teachers’ Written Comments on Their Life-long English Language Profilesen_US
dc.typeWorking Paperen_US
Appears in Collections:IIE Volume 5 Number 2 (September - 2017)

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