Let’s CLIL! Pedagogical-Linguistic Reflections Between Teacher Education and Classroom Teaching. A Focus on the Italian Context

This chapter articulates its reflection on content and language integrated learning (CLIL) methodology in Italian primary schools from a pedagogical-linguistic perspective, emphasising its educational potential for the personal growth of children. Moving between teacher training and didactic action in the classroom, it will highlight how CLIL is useful in making students citizens capable of acting in the global world as people in possession of linguistic, cognitive, metacognitive, and emotional tools for analysing reality. An example of a teaching project using CLIL methodology will be proposed to anchor theoretical reflection to educational practice.