This article offers a critical and analytically grounded review of AI-CLIL. Fare CLIL nell’Era dell’Intelligenza Artificiale by Letizia Cinganotto, positioning the volume as a significant contribution to contemporary debates on Content and Language Integrated Learning (CLIL) in the age of Artificial Intelligence (AI). Against the backdrop of increasing complexity, digital transformation, and the need for plurilingual and transdisciplinary pedagogies, the article examines how the book successfully integrates a robust theoretical framework with concrete, classroom-oriented practices. Particular attention is devoted to the ways in which AI is conceptualized not as a replacement for teachers but as a pedagogical ally that enhances lesson design, knowledge construction, and learner engagement. The analysis highlights the book’s emphasis on context-sensitive CLIL, teacher agency, and the development of pluriliteracies, situating these dimensions within broader European policy frameworks and initiatives such as ECML’s Pluriliteracies for Deeper Learning. The article further explores the volume’s treatment of AI-driven tools, prompt engineering, and multimodal resources, illustrating how these elements support meaningful, learner-centred, and ethically grounded language education. By bridging macro-level educational policy with micro-level classroom realities, the book emerges as both a theoretical reference point and a practical guide for educators and teacher trainers seeking to implement innovative, AI-enhanced CLIL pathways.
AI-CLIL. Fare CLIL nell’Era dell’Intelligenza Artificiale
Giorgia Montanucci
2025-01-01
Abstract
This article offers a critical and analytically grounded review of AI-CLIL. Fare CLIL nell’Era dell’Intelligenza Artificiale by Letizia Cinganotto, positioning the volume as a significant contribution to contemporary debates on Content and Language Integrated Learning (CLIL) in the age of Artificial Intelligence (AI). Against the backdrop of increasing complexity, digital transformation, and the need for plurilingual and transdisciplinary pedagogies, the article examines how the book successfully integrates a robust theoretical framework with concrete, classroom-oriented practices. Particular attention is devoted to the ways in which AI is conceptualized not as a replacement for teachers but as a pedagogical ally that enhances lesson design, knowledge construction, and learner engagement. The analysis highlights the book’s emphasis on context-sensitive CLIL, teacher agency, and the development of pluriliteracies, situating these dimensions within broader European policy frameworks and initiatives such as ECML’s Pluriliteracies for Deeper Learning. The article further explores the volume’s treatment of AI-driven tools, prompt engineering, and multimodal resources, illustrating how these elements support meaningful, learner-centred, and ethically grounded language education. By bridging macro-level educational policy with micro-level classroom realities, the book emerges as both a theoretical reference point and a practical guide for educators and teacher trainers seeking to implement innovative, AI-enhanced CLIL pathways.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
