Preparing teachers in Italy for CLIL: reflections on assessment, language proficiency and willingness to communicate
Preparing teachers in Italy for CLIL: reflections on assessment, language proficiency and willingness to communicate
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意大利教师为 CLIL 做好准备：对评估、语言能力和沟通意愿的反思
DOI：
10.1080/13670050.2015.1041873
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发表时间：
2017
影响因子：
2.8
通讯作者：
Bruna Di Sabato
中科院分区：
文献类型：
--
作者：
J. Aiello;Emilia Di Martino;Bruna Di Sabato
本研究的目的是打开一个窗口，意大利内容和语言综合学习（CLIL）教师的语言能力和它目前正在评估的方式，提出一个具体的情况下：一个测试会议的第一批未来的CLIL教师，旨在评估他们的外语能力水平，其中作者亲自参与决策者，组织者和观察员。要提供一个深入了解这个问题，本文首先contextualises意大利CLIL教师培训的政策建议，由欧盟和意大利教育部。其次，详细描述了意大利南部地区CLIL教师评价的具体决策过程，探讨了评价的建议和相关问题。最后，它提出了这项评估的结果，利用调查和观察数据，揭示的描述性特征的个人参与的分析（教师在南部意大利谁自愿成为未来的CLIL教师），在何种程度上，他们表现出愿意沟通的车辆语言的教学和差异，出现在感知和实际的熟练程度，和跨亚组。政策，测试开发和测试结果的不同观点为CLIL教师在意大利的背景下和超越培训的建议。
The purpose of this study is to open a window onto Italian Content and Language Integrated Learning (CLIL) teachers' language competence and the ways it is currently being assessed by presenting a specific case: one testing session of the first batch of future CLIL teachers aimed at assessing their level of competence in a foreign language, in which the authors were personally involved as decision makers, organisers and observers. To provide an insight into the issue, this paper first contextualises Italian CLIL teacher training within policy recommendations provided by the European Union and the Italian Ministry of Education. Secondly, it describes in detail the specific decision-making process related to the evaluation of aspiring CLIL teachers in Southern Italy in the vehicular language, to explore suggestions for and issues related to such evaluation. Finally, it presents the outcomes of this evaluation, drawing on survey and observational data, to uncover the descriptive characteristics of the individuals involved in the analysis (teachers in Southern Italy who volunteered to be future CLIL teachers), the extent to which they displayed willingness to communicate in the vehicular language of instruction and differences that emerged in perceived and actual proficiency, and across subgroups. The different perspectives of policy, test development and test outcomes inform suggestions for training of CLIL teachers in the Italian context and beyond.
基于议程的阅读小组：培养双语讨论的引导技能
DOI：
--
发表时间：
2022
期刊：
影响因子：
--
作者：
Sevigny;P.;& Manabe;S.
通讯作者：
S.