|Tipo di tesi||Tesi di laurea magistrale|
|Autore||BURGIO GASPARINI, LAURA|
|Titolo||Dalla teoria alla pratica didattica: un progetto CLIL di storia nella scuola primaria|
|Titolo in inglese|
|Struttura||Dipartimento di Studi Linguistici e Culturali|
|Corso di studi||LINGUE, CULTURE, COMUNICAZIONE (D.M. 270/04)|
|Data inizio appello||2020-07-21|
|Disponibilità||Accesso limitato: si può decidere quali file della tesi rendere accessibili. Disponibilità mixed (scegli questa opzione se vuoi rendere inaccessibili tutti i file della tesi o parte di essi)|
|Data di rilascio||2060-07-21|
La seguente tesi di laurea magistrale verte sul Content and Language and Integrated Learning e, in particolar modo, sulle riflessioni che esso permette di fare sull’educazione bilingue e sulla figura professionale del docente di lingua straniera.
In the following work, it has been analysed the ”Content and Language Integrated Learning” (CLIL) and the role of the English teacher in the Italian primary school. In the first chapter it is analysed the CLIL method: its meaning and origins, its main principles and characteristics, the materials that both teachers and students need to use for making and doing a CLIL lesson and finally the objectives and purposes of this innovative teaching method. In the second chapter it has been analysed a CLIL project called “Rome, from myth to history” proposed to four primary school classes. The students were eleven years old. These classes were totally different because two of them have only three hours a week with an Italian specialised teacher of English, while the other two classes have, in addition to the three hours a week with the Italian specialised teacher of English, three hours with a native English teacher. It has been made a comparaison between these classes and students. In the third chapter the results of the different classes and students have been analysed in order to study: How do children react to the CLIL method? What are the problems that the students could meet? Their difficulties were different according to their educational background, so if they had (or not) lessons with a native English teacher. Do Italian specialised teacher of English have to change in a context of bilingual education? The answers to these questions are the focuses of the thesis “From theory to practice: a CLIL project of history in the primary school”.