Abstract

The study reports on an activity of noticing which aimed to stimulate Italian trainee teachers to compare the way content was presented in CLIL science books to what they perceived as the ‘typical’ Italian way. Science was chosen as a subject matter because it is often considered an objective domain of knowledge. The results that emerged from observations by the Italian trainee teachers were then compared with the perceptions of Italian science books by English-language assistants, so as to verify whether and to what extent science textbooks differ in the perception of the teachers who use them.
Lingua originaleEnglish
Titolo della pubblicazione ospiteEnglish for Young Learners from Pre-school to Lower Secondary: a CLIL Teacher Training Project in Two Italian Schools
EditorCostanza Cucchi, Olivia Mair, Amanda Murphy Francesca Costa
Pagine77-97
Numero di pagine21
Volume2018
Stato di pubblicazionePubblicato - 2018

Keywords

  • CLIL
  • CLIL and culture
  • CLIL textbooks
  • Hall
  • Hofstede
  • cultura nel CLIL
  • formazione degli insegnanti
  • libri di testo nel CLIL
  • teacher training

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