Docente di lingua straniera e docente di disciplina in ambiente CLIL. Prospettive a confronto

The paper aims at comparing the data gathered from a questionnaire about teachers’ reactions toCLIL (Content and Language Integrated Learning), delivered to 675 Italian foreign language teachers and823 subject teachers engaged in an online training initiative on CLIL and learning technologies. Among theresults, particularly interesting is the subject teachers’ need to be supported by the foreign language teachersespecially as far as the subject specific language for CLIL is concerned. The data collected from thequestionnaire will be commented on by quoting some of the teachers’ remarks making them the realprotagonists of an important process of cultural, pedagogical and didactic innovation. In the background ofthe paper some of the latest conceptual frameworks on CLIL, with particular reference to the languagedimension and a brief overview of the state of the art of CLIL in Italy will be provided.