Abstract:

In 2008 a research in the field of TE-CLIL was started in Catholic University. The title of the research was: Adding Value to CLIL through New Technology. It lasted until 2010 and involved different levels of educational field from primary education to higher education. The positive result of the research suggested to begin a real practice of CLIL classroom 2.0 which involved both university since 2010 and school from 2011 [1].The aim of this paper is to report about the results of two years of practice in a high secondary school.

The research in TE-CLIL investigated language and content needs of students using the digital competence as a means to improve their learning. The study considered the different mindset of young generations when approaching the new technology and how their digital competence could help them in improving their school learning of curricular subjects through the use of a foreign language as the target language.

The practice of CLIL classroom 2.0 was introduced in a high secondary school in school year 2011/2012 and it continued the following school year (2012/2013). The first year it involved two classrooms of a course of Electronics. The year after it involved three classrooms of the same course, but of different levels. The technology used was mainly Web 2.0 for classroom lessons and homework and it wanted to encourage the collaboration inside and outside classroom using a blended learning approach. Specific spaces for e-learning were created. This paper analyses these two years of practice considering the foundation of the previous research.

References:
[1] Leone, V. (2012). Language Classroom 2.0: from Theory to Practice. Proceedings ICERI 2012, Madrid: IATED.

Keywords:

Action research, CLIL, digital competence, e-learning, language learning, innovation, practice, technology, TE-CLIL, virtual classroom.