Digital Technologies and Storytelling for CLIL in a Primary School in Italy

During the COVID-19 pandemic, most schools and universities in Italy, like many educational institutions around the world, were forced to switch to online teaching and to reshape their teaching methodologies and techniques to include digital technologies. This shift, of course, included schools that were providing instruction using content and language integrated learning (CLIL). It is important to consider the impact of the shift to online learning when instruction is given in a second or foreign language, as in CLIL, and to look for techniques that may prove e!ective in both remote and in-person instruction. In this chapter, digital technologies will be addressed for use in CLIL. The focus is aimed at engaging primary school students in active and interactive tasks and projects. For the study reported here, a digital storytelling project was designed by one teacher for an online postgraduate course and implemented in her CLIL classroom. The example will be described and then discussed in terms of data that were collected from the teacher’s action- research project and teaching diary, as well as from an interview with the teacher and informal discussions with learners during the implementation phase.