The paper is meant to describe the potential of the LOCIT (Lesson Observation and Critical incidentTechnique) model in Continuous Professional Development with particular reference to CLIL andPluriliteracies, in line with the latest Council Recommendation on a comprehensive approach to theteaching and learning of languages (2019). The main principles of the Pluriliteracies approachpromoted by the European Centre of Modern Languages in Graz (ECML) will be described as a newinterpretation of CLIL. A study involving a sample of Italian teachers using LOCIT and videoannotation during a CLIL methodological course will be presented and commented as an example ofan effective tool for self-reflection, meta-cognition and professional growth.

Pluriliteracies and LOCIT for CLIL

Cinganotto L
2019

Abstract

The paper is meant to describe the potential of the LOCIT (Lesson Observation and Critical incidentTechnique) model in Continuous Professional Development with particular reference to CLIL andPluriliteracies, in line with the latest Council Recommendation on a comprehensive approach to theteaching and learning of languages (2019). The main principles of the Pluriliteracies approachpromoted by the European Centre of Modern Languages in Graz (ECML) will be described as a newinterpretation of CLIL. A study involving a sample of Italian teachers using LOCIT and videoannotation during a CLIL methodological course will be presented and commented as an example ofan effective tool for self-reflection, meta-cognition and professional growth.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.12071/31627
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