Nancy Bailey

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I have been teaching ESL in Italy for over fifty years and conducting teacher training in the Italian Ministry of Education’s in-service teacher training programmes for the last fifteen. I have also taught at the Università di Firenze's teachers' college for future elementary school teachers (English language and teaching methodology labs - Scienze della Formazione). I am the author of books and articles on English second language learning and teaching, CLIL and flipped learning. See: https://sites.google.com/site/nbaileysite

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Judith L Green

University of California, Santa Barbara

Ahmar Mahboob

The University of Sydney

Signum University

Sophia University

Teikyo University

University of Edinburgh

Peter G Ghazarian

SUNY Oswego

Willy A Renandya

Nanyang Technological University

International Journal of English Language and Translation Studies

Sarah Hopkyns

University of St Andrews

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Attaining Content and Language Integrated Learning (CLIL) in the Primary School Classroom

American Journal of Educational Research, Mar 17, 2015

In consideration of the need for pupils to start using English as a second language (L2) beyond t... more In consideration of the need for pupils to start using English as a second language (L2) beyond the 2-3 hour a week compulsory “English lesson” in Italian primary schools, the new Italian National Curriculum Guidelines encourage multilingual education. This official stimulus could lead to the achievement of a more bilingual classroom with increased usage of English throughout the school day, especially through the use of Content and Language Integrated Learning (CLIL) strategies. However, teachers are often at a loss as to how to accomplish this. They must be helped to realize that it can be easier than they think, especially through the use of new technologies, and in spite of what they consider to be inadequate preparation. They need clear, practical indications of easy, brief activities that they can carry out daily in English in their classrooms in the various subject areas and they need to be familiar with the multimedia opportunities that exist to achieve this goal. This experimental project presents practical, flexible materials and ideas that can be used to introduce topics or to revise contents in all subjects while encouraging the use of L2 instead of Italian (L1). The materials developed can be easily adapted for use in other foreign languages (L2) and in lower secondary education for a third foreign language (L3) (CEFR 0-A1). This CLIL project aims to facilitate primary school teachers’ introduction of English into all subjects. This paper was presented at the 9th International CLIL Conference, Think CLIL 2014, Ca’ Foscari University of Venice, Venice, Italy, 28-30 August 2014.

USING POETRY FOR VERBAL SCAFFOLDING IN CLIL PROJECTS

USING POETRY FOR VERBAL SCAFFOLDING IN CLIL PROJECTS, 2024

The use of poetry as a verbal scaffolding tool or for expanding a concept in a Content and Langua... more The use of poetry as a verbal scaffolding tool or for expanding a concept in a Content and Language Integrated Learning (CLIL) project is often avoided because it is considered too far removed from reality to be an effective teaching tool in subjects other than literature. This article highlights the benefits of including poetry in CLIL activities and provides concrete examples to highlight how poetry can motivate students to actively participate in their own learning.

Nancy Bailey

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