Gestione del discorso e mediazione dei saperi in classe CLIL

Abstract

In this paper we consider the role of the teacher in the mediation and transmission of knowledge in a foreign language in CLIL context (Content and Language Integrated Learning), analysing the teacher cognition regarding classroom discourse management and teaching communication. The research is based on the analysis of teachers’ meta-didactic reflections collected through a questionnaire about self-observation of classroom discourse, administered to teachers involved in CLIL teaching at high schools in Italy. The discussion of the survey results allowed, first of all, highlighting the recurring elements in the teacher’s awareness of the use of discourse and teaching strategies in CLIL classroom communication. Starting from the teachers’ reflections, we were then able to identify some relevant issues in the perspective of teacher training and action research within the framework of CLIL innovation in the Italian school system.