This article focuses on the description and discussion of a corpus of 12 lesson plans created by Second Language Acquisition MA students at Sapienza University of Rome in AY 2020-2021. The best practices selected represent valid case studies for a much broader reflection about the implementation of content-based instructional approaches in the Italian education system. Resorting to internationally acknowledged critics as well as zoomed views about content-based English Second/Foreign Language courses in Italy, the current study aims at developing a coherent and cohesive method for an effective application of content-based language teaching. Such a model can be exploited by aspiring and experienced teachers within the scope of developing transdisciplinary key competences for lifelong learning and the internationalisation of education systems in Italy and worldwide.

Training Would-be Teachers: Premises and Results of a Content-based ESL Course / Ciambella, Fabio. - In: STATUS QUAESTIONIS. - ISSN 2239-1983. - 20(2021), pp. 343-369.

Training Would-be Teachers: Premises and Results of a Content-based ESL Course

Fabio Ciambella
2021

Abstract

This article focuses on the description and discussion of a corpus of 12 lesson plans created by Second Language Acquisition MA students at Sapienza University of Rome in AY 2020-2021. The best practices selected represent valid case studies for a much broader reflection about the implementation of content-based instructional approaches in the Italian education system. Resorting to internationally acknowledged critics as well as zoomed views about content-based English Second/Foreign Language courses in Italy, the current study aims at developing a coherent and cohesive method for an effective application of content-based language teaching. Such a model can be exploited by aspiring and experienced teachers within the scope of developing transdisciplinary key competences for lifelong learning and the internationalisation of education systems in Italy and worldwide.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/1595361
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