Page 9 - ELG1601 May Issue 436

ELEuropean Union
May 2016 Page 9

View from the classroom

Claudia Civinini speaks to teacher Diego Venezia about the
reality of using Clil methodology within the Italian school system

rofessor Diego Venezia good idea which is being badly What kind of resources does started, like Deledda, it’s con-
has been teaching history managed by the Italian govern- a school need to implement a sidered as a very important part
Pin English using Clil meth- ment,’ Venezia commented. ‘A successful Clil programme? of the curriculum and is highly
odology for four years at Liceo remarkable innovation has been Venezia explained: ‘I think that regarded by all colleagues and
Linguistico Grazia Deledda, a introduced in the school system a school needs, above all, good students.’
secondary school in Genoa, Italy, but with a lack of resources for teachers! Referring to Clil it’s Venezia added, ‘Clil is very
owned by the Genoa Council and the schools and training for the necessary to have teachers with helpful from a linguistic point
run by a not-for-profit founda- teachers.’ a very good knowledge of both of view. The students have the
tion. Founded in 1874, Liceo Venezia also thinks that sci- the foreign language involved opportunity to use the foreign
Linguistico Deledda was the first entific subjects could be better and the subject taught, and language in a lot of different
‘languages high school’ in Italy suited to Clil methodology than at the moment teachers pos- contexts and subjects, they learn
and has more than twenty years’ humanities. ‘Humanities imply a sessing these skills are very a lot of specific lexis and they
experience with Clil – I myself very active use of language dur- difficult to find. practise the language in differ-
have fond memories of study- ing lessons and are characterised ‘Liceo Deledda offered us ent forms (e.g. presentation,
ing history in French and failing by a highly specific and difficult a free course in Clil teaching research).
maths in more than one language vocabulary. In Italy some uni- and it was a great opportunity, ‘It allows students to learn
when I was a student there. versities already have scientific but we need more language context-based English with a
In 1999 the former head degrees in English, like Politec- courses. Considering the fact more practical and interactive
teacher of Liceo Deledda estab- nico in Milan, so it would be that Clil is based on a different approach, and due to the teacher
lished the Deledda International wiser to teach such subjects [in idea of teaching – cooperative not being a language teacher
School, one of the few public English] in high school as well.’ learning – a school needs mul- students are less self-conscious
institutions in Italy offering Providing the appropriate timedia tools such as IT rooms while speaking English and are
International Baccalaureate and linguistic scaffold to facilitate and free access to the internet. not afraid of being judged.
Middle Years Programme, and learning, Venezia believes that Liceo Deledda offers us all these ‘Studying a Clil subject
boasting a 94 per cent pass rate ‘in the near future Clil could be a instruments but unfortunately implies considering English
in the IB. However, even in this significant opportunity for Italian not all schools in Italy can have not as a school subject but as
international setting, Clil still children’. However, the old prob- access to these resources.’ an instrument to convey a mes-
sparks questions – and the issues lem still remains: ‘Even if you How are Italian schools react- sage. The main disadvantage,
brought up by Venezia have have studied – and very well – for- ing to Clil? ‘I think that very few in my opinion, is that the Clil
appeared in the Italian press eign languages, you know that in schools are really teaching Clil. subjects are simplified in order
over the last few years: low Italy we need to work hard to keep It’s still at an experimental stage to make them understandable
levels of English, reasonable up with other European countries because of the lack of teachers for students. If you teach history
doubts about the effectiveness of in learning and speaking English able to teach it. I think we have in English or science in Ger-
the methodology and, above all, and other foreign languages. Our to wait for the next generation man you can’t go deep inside
lack of appropriate teacher train- students generally don’t have a of teachers, who will be more the themes of the subject as you
ing and resources. good level of English, and we skilled in foreign languages. In could if you were teaching them
‘Clil is the typical case of a need to improve it.’ the schools where Clil has really in your mother tongue.’ n
The appliance of science

As Italy gears up for a major science in English programme,
Melanie Butler examines UK summer courses that fit the Clil bill

major national Clil initi- Discovery Summer, also runs
ative, such as the Science an English and academic studies
A in English programme course at its Uppingham School
described on this page, has two centre. Three other private-sec-
predictable outcomes. First an tor multicentres also run such
increased demand for teacher courses – Bucksmore, Etherton
training – both language training Education and Thames Valley
and specialist Clil training. Sec- Summer Centres.
ond, demands from panicking One boarding school, Con-
parents from Pisa to Piedmont cord College, offers pure science
for summer courses covering courses – perfect for good lin-
science and English. guists who struggle with sciences
The good news is that Clil – and there are academic English
teacher training courses have courses for tongue-tied geeks.
long been around in both Ireland A similar split is found at the
and the UK and, at least in the private-sector Oxford Royale,
British boarding-school sector, which runs courses in several
there are increasing numbers Oxford colleges, but students
of summer science and English must do two sciences and at least
courses for teenagers. Two inter- one other academic subject.
national study centres at well A lot of science and English
known boarding institutions, courses are likely to involve
Taunton International Schools groups of students organised by
and Bedford School Summer Courtesy St Clare’s Oxford their high school, often outside
Centre, have run these courses the summer. There are a grow-
for some time, with Bedford ing number of options for such
combining science and ICT. Two closed groups – Harrow House,
boarding-school-run summer BRIGHT SPARKS St Clare’s Oxford boarding school has recently for example, offers week-long
courses – at St Clare’s Oxford introduced a Clil summer science option for international students field trips in natural history or
and St Edmund’s Ware – have geology based at its Swanage
recently introduced a summer the teacher. We insist on at least similar plans at Sherborne Inter- centre, while the London Tutorial
science option. one experiment a week – they national College, a pioneer of College, which is a day school
According to Lorraine Atkins, absolutely love it – and everybody teaching children English via running year-round academic
headteacher at Bishopstrow Col- has to join the Science Club.’ academic subjects. programmes with host family
lege, the main benefit for Italian Currently at Bishopstrow, Wider-ranging academic accommodation, can rustle up an GET
students of such courses is the which specialises in preparing courses are available from Bede’s, English for science course to suit
emphasis on laboratory work, children for boarding schools, a boarding-school-owned opera- work, of course. Back in Sussex, NOTICED
any curriculum – including lab
which is typical of science teach- science is one of a number of tion which runs courses across
ing in British schools and indeed academic subjects covered on the south-coast county of Sussex. Brighton International Summer
throughout the English-speaking the summer course – but with Although boarding schools dom- School can arrange tailor-made To advertise here, contact
world. ‘The Italians are a little the growth of demand for Clil, inate the sector, they have twenty science courses and additional sales@elgazette.com or telephone
behind in chemistry and do not plans are afoot to introduce years’ experience teaching Clil. English support as part of an
have as much hands-on experi- the option for students to focus The Gazette’s top-ranking pri- immersion programme at its part- +44 (0)20 3735 9672
ence in the lab, often just watching on just one subject. There are vate-sector multicentre operator, ner state school. n