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Jul 6, 2023
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Oct 31, 2023
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Abstract

This article presents the main findings of a teacher training mobility program on Content and Language Integrated Learning (CLIL) conducted as part of the EDUREFORM Erasmus project. The project, led by a consortium of Indian and European partners, aims to promote innovation and critical thinking skills in the Indian school and university curricula. As one of the project's outputs, Indian students attending a professional graduate programme in teacher education participated in a training programme hosted by Italian schools. The programme focused on CLIL and its main pillars, particularly the Cognitive Discourse Functions construct and thinking skills. The article examines the reflections and thoughts of Indian students regarding their observation and micro-teaching experiences in Italian schools. The teachers' reactions indicate a highly positive attitude towards CLIL, suggesting that it could provide added value to Indian educational institutions. CLIL facilitates interaction, encourages questioning, and utilizes a variety of interactive methodologies, such as debates, which can enhance deep content learning, especially when combined with learning technologies. Furthermore, CLIL is seen as a catalyst for multilingual and intercultural pedagogies, particularly in today's increasingly multiethnic and multicultural classrooms.The study also reveals that CLIL lessons are perceived as effective tools for fostering critical thinking skills, with numerous Cognitive Discourse Functions being highlighted and identified. Indian students advocate for the integration of CLIL across the Indian school and university curricula, drawing inspiration from the remarkable success of CLIL in Europe.

Keywords

CLIL Thinking Skills Cognitive Discourse Functions Multilingual and Intercultural Pedagogies

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How to Cite
Cinganotto, L. (2023). Perceptions and reactions of Indian student teachers engaged in a CLIL Teacher Training Mobility Programme in Italy. Journal of E-Learning and Knowledge Society, 19(3), 19-29. https://doi.org/10.20368/1971-8829/1135870

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