CLIL methodolgy in High Schools: evidences, problems, perspectives: the “case” of Salento

Abstract

The paper presents the results of the 1st Monitoring Report on the implementation of CLIL
(Content Language Integrated Learning) in High Schools in the province of Lecce, a town
located in the south of Italy. This methodology has become compulsory in 2014/2015
school year in the last classes of all kinds of Italian “Liceo and Technical Schools” and in
the third classes of Italian “Liceo Linguistico”. It involves the teaching of a non linguistic
subject (NLS) in a foreign language, i.e. a vehicular language, preferably English language.
It created many difficulties among Teachers and Headmasters who had to deal with a situation
in which they declared not being adequately prepared. Students engaged in this
methodology usually aged from 16 to 19 years old, but the experimentation in some
schools involved students aged from 14 to 15 years old.
The data were collected from a questionnaire given to Headmasters of High Schools in
Lecce and in its province (n.=45 Schools) regarding the use of CLIL. The Report shows the
presentation of quantitative data, referred to the number of classes, teachers and subjects
involved in individual schools. On the other hand, the qualitative data refer to Headmasters
comments, their opinions and perspectives, relatively to the organization and the effectiveness
of training courses, to problems and revealed doubts.
The aim of this work was to verify the effects of an improved learning, if any, through CLIL,
in language, content and skills.