33.1486, Confs: English; Applied Linguistics, General Linguistics, Language Acquisition/Italy

[The LINGUIST List]

LINGUIST List: Vol-33-1486. Tue Apr 26 2022. ISSN: 1069 - 4875.

Subject: 33.1486, Confs: English; Applied Linguistics, General Linguistics, Language Acquisition/Italy

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Date: Tue, 26 Apr 2022 21:43:26
From: Jennifer Hill [tesol.valdadige.etschtal at gmail.com]
Subject: Presentation: “Different Shades of Language Awareness for CLIL Teachers”

 
Presentation: “Different Shades of Language Awareness for CLIL Teachers” 

Date: 14-May-2022 - 14-May-2022 
Location: Bozen-Bolzano, Italy 
Contact: Jennifer Hill 
Contact Email: tesol.valdadige.etschtal at gmail.com 

Linguistic Field(s): Applied Linguistics; General Linguistics; Language Acquisition 

Subject Language(s): English (eng)

Meeting Description: 

Presentation: “Different Shades of Language Awareness for CLIL Teachers”
Professor Gisella Langé

A wide range of definitions are offered for language awareness, a broad topic
that can include developing a good knowledge about language, understanding how
languages work and how people learn and use them.

In the 1960’s Eric Hawkins, “the father of language awareness”, invited
explicit reflection on both native and foreign languages as an integral part
of the school curriculum. In 2007 Agneta M-L Svalberg identified five LA
domains: affective, social, power, cognitive, and performance. In the same
year David Marsh argued that the predominant reason for implementing CLIL was
not “Language per se”: Culture, Content, Learning and Environmental dimensions
should also be included, thus focusing on five LA issues to be implemented in
CLIL classrooms. In 2013 Merril Swain and Sharon Lapkin highlighted the
benefits of involving learners
on both a cognitive and an affective level making students consciously aware
of how linguistic systems work.  

In 2019 the EU Council Recommendation on a comprehensive approach to the
teaching and learning of languages focused on actions to promote
language-aware policies and practices in schools through the adoption of
inclusive and ‘whole school’ teaching and learning practices. Several
frameworks for professional development of CLIL teachers offer guidelines and
suggestions to encourage particularly content subject teachers to reflect on
“language teaching” in CLIL and change their classroom practice.

My presentation will focus on the different shades of language awareness in
the fields of research and practice focusing on the advantages CLIL teachers,
either language or subject teachers, can achieve when focusing on examples of
LA pedagogy such as constructing language practices for deeper understanding
and promoting learning skills.

Biodata
Gisella Langé specializes in curriculum development, intercultural education,
language learning solutions, and web-based teacher training. Alongside acting
as Foreign Languages Inspector with the Italian Ministry of Education, she has
extensive experience of working as an expert on European Commission and
Council of Europe assignments. Most recently this has involved advising on the
2025 OECD/PISA Foreign Language Assessment Framework design, and Eurydice Key
Data on Teaching Languages at School in Europe. As a member of the
international CertiLingua Steering Committee and the President of the Italian
CertiLingua Evaluation Committee, she is particularly focusing on quality
education programmes. She has also been instrumental in the realization of
innovative language learning practices through international project
development of early language learning, the European Language Portfolio, CEFR
Companion Volume and Content and Language Integrated Learning. Different CLIL
projects she has worked for include SUBJECT PROJECTS, TIE-CLIL, CLILCOM, CLIL
Consortium, CLIL Cascade Network, LICI, LACE, PROMICE, CLIL at INDIA.
 






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