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CLIL Methodology CLIL 3 - Coggle Diagram
CLIL Methodology 
2010 Regulations
- Liceo linguistico: from 3rd year (English) and from 4th year (second or third language)
- Licei: 5th year (foreign language)
- Tecnici: 5th year (English)
- Miur Note 4969/2014: Operational guidelines
Definition, HARD&SOFT CLIL
Introduced by David Marsh and Anne Maljers, it is an approach according to which students learn a subject and a second language at the same time through the teaching of a non-linguistic subject in a foreign language. It can be developed in every order of school
It integrates:
- Content: the curricular subject progression in knowledge
- Communication: using a language to learn a subject while learning the language
- Cognition: developing cognitive and thinking skills
- Culture: understanding yourself and the other better by becoming global citizen
- HARD/strong CLIL: lessons are driven bycontent, with little linguistic scaffolding
- SOFT/weak CLIL: lessons are more focused on the foreign language
Teacher's role, HOTS&LOTS, CALP&BICS
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Pros&Cons
Advantages:
- Time-effective (content and language taught simultaneously)
- Authentic and motivated use of the language
- Encourages cognitive flexibility in learners
- Encourages the acquisition of linguistic competence
Challenges:
- Appropriate teacher's training
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Laws
Introduced on a volunttary basis by Pr. Decree 275/1999 (Autonomy) was made mandatory for upper secondary schools by Law 53/2003 (Moratti), according to whichreachers must have a C1 level of language