Il profilo dell’insegnante di lingue nell’era del CLIL. Analisi dei dati di un’esperienza internazionale

The implementation of Content and Language Integrated Learning strategies in the Italianschool is consistent with the current European trend in research and educational policy. At the sametime, however, these strategies highlight a number of peculiar features, amongst which the outstandinginvestment in training devoted to in-staff secondary school content teachers. Such training aimsto enable teachers to acquire the necessary linguistic and methodological competence by combiningtheir content discipline and the vehicular language without any recourse to foreign language teachercollaboration and/or assistance. Only lately has the role of both foreign and Italian language teachers inCLIL environments been is reconsidered by the Italian stakeholders and a series of corrective measureshave been adopted. To ensure that such positive actions result in a positive outcome, the first priorityis to grant the Italian foreign language teacher a profile tailored upon those highlighted by EU researchand initiatives among top priorities. In 2014 Letizia Cinganotto e Daniela Cuccurullo set up the onlineTechno-CLIL course, followed by two further editions in 2016 and 2017: the 5,000 participants possessdifferent nationalities, therefore providing a unique opportunity to investigate the actual teaching offoreign languages in content and language integrated pedagogy and the foreign language teacher profileat an international level. After a brief introduction to CLIL in both national and European contexts,and a presentation of the Techno-CLIL learning design, the authors will illustrate the research procedureand the initial data gathered through a survey involving this international community of languageteachers and trainers with the aim of shedding new light on the language teacher profile in the CLIL era.