Friulian CLIL methodology A case study

Ristret

The use of an additional language in teaching and learning school subjects at “Arturo Malignani” ITI (a Technical Upper Secondary School in Udine), begun in the 1990s, was a pioneering experience in Italy. The vehicular language used was English, which paved the way for the first CLIL (Content and Language Integrated Learning) methodology lessons. The use of Friulian as a vehicular language in CLIL lessons began at “Malignani” ITI at the start of the current century, in a cultural environment that accepted the learning of school subjects through the medium of a language other than the one normally used in the classroom. The use of Friulian, a regional minority language, in CLIL was possible thanks to the recognition of Friulian as a language of instruction within a context of plurilingual education and communication as outlined by 482/99 national law. The first Friulian CLIL experiment, conducted during the 2005/06 school year, was promoted by the IRRSAE of FVG and involved “Malignani” ITI teachers of different school subjects. In these experiences, the main innovations were, on the one hand, the tutorial use of English, on the other hand, the production of bilingual modules on subjects not strictly part of the school curriculum but with certain areas of convergence. The second phase was more methodologically structured: a team of teachers was initially involved in training sessions organised by a Ca’ Foscari University Research Group; subsequently, as the experiment unfolded step by step, it was monitored thanks to the predisposition of a web platform. In order to attribute authenticity to the classroom experiences, subjects were introduced from buildings in which people lived or worked, such as houses, laboratories and farms. The main topics were: a) the production of electric energy from renewable sources, b) electric safety apparatus, and c) speed control in electric motors.