Category: TEACHING EFL/DIDATTICA

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Comparing Joyce’s and Woolf’s stream of consciouness writing techniques

Before tackling the comparative reading of the two excerpts, published below, a brief introduction to both. Ulysses, is James Joyce‘s most renowned novel. The entire narration takes place in a single … Continue reading Comparing Joyce’s and Woolf’s stream of consciouness writing techniques

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Gulliver in Brobdingnag

Gulliver’s Travels (1726) is a peculiar travel novel,  books about journeys were quite popular at the time as they were often used by their authors to convey their philosophical theories, … Continue reading Gulliver in Brobdingnag

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“The Just-Created Adam”- “PARADISE LOST” (1667), J. Milton

For Man to tell how human life began Is hard; for who himself beginning Knew Desire with thee still longer to converse Induced me. As new waked from soundest sleep … Continue reading “The Just-Created Adam”- “PARADISE LOST” (1667), J. Milton

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“Satan’s Speech” – “PARADISE LOST” (1667), J. Milton

“Is this the Region, this the Soil, the Clime,” Said then the lost Arch Angel, “this the seat That we must change for Heav’n, this mournful gloom For that celestial … Continue reading “Satan’s Speech” – “PARADISE LOST” (1667), J. Milton

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Excerpt from “Animal Farm”, G. Orwell

Animal Farm (1945) Chapter 1 All the animals were now present except Moses, the tame raven, who slept on a perch behind the back door. When Major saw that they had … Continue reading Excerpt from “Animal Farm”, G. Orwell

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TO CLIL OR NOT TO CLIL

ABSTRACT
The aim of this article is to demonstrate that Content Based Instruction (CBI) of foreign languages is indeed effective and as I will show, it is already fully implemented in Italian Secondary schools and has been practised traditionally for quite a long time, what does need to be modified to make it even more efficient and up to date to meet today’s challenges is, first of all wide-spread awareness that it does actually work and secondly, increased funds to allow students to have the necessary opportunities to have access to the right amount of language exposure and the sufficient time to let it seep in.
The initial discourse about CLIL, more than 15 years ago, still meant to involve foreign language teachers alongside the subject specialist teachers in a team work setting, mainly because it was intended as a means to encourage teachers’ mobility around Europe. Afterwards instead CLIL was conveyed as a teaching practice that totally ruled out any involvement of foreign language teachers and introduced the exclusive presence of subject specialist teachers which is one of the main reasons why I don’t fully agree with this didactic method and I will explain my perplexities. It is especially quite puzzling why the expertise of so many dedicated professionals should be discriminated against and penalised despite their high competence and the excellent results achieved.

Keywords: language exposure, CLIL, CBI, Bilingual Immersion, Foreign Language Teaching